Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils

Volume 14 Issue 1 June - August 2018

Research Paper

Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils

Dorothy D’ Souza A. C.* , Clare A. C.**

* Research Scholar, St. Ann’s College of Education (Autonomous), Mangalore, Karnataka, India.

** Principal, St. Ann’s College of Education (Autonomous), Mangalore, Karnataka, India.

D' Souza, A. C. D., & Clare, A. C. (2018). Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils. i-manager’s Journal on School Educational Technology, 14(1), 27-34. https://doi.org/10.26634/jsch.14.1.14381

Abstract

Situated Learning takes place in the social and physical context within which it will be used. In this model, the pupil is “situated” in the learning experience and knowledge acquisition becomes a part of their learning activity. From their experiences pupils “construct” their own knowledge in various learning situations. The success of situated learning experiences depends upon social interaction and kinesthetic activity. Critical Problem Solving Skill is an intellectual process wherein one skillfully conceptualizes, applies, analyses, synthesises, and evaluates knowledge that was constructed through observation, experience, reflection, reasoning, and communication in order to solve a problem. The present study revealed that Situated Learning Model is significantly more effective than Conventional Method with respect to levels of Intelligence of Secondary School pupils and levels of Intelligence have significant effect in enhancing Critical Problem Solving Skills among pupils of Higher Secondary School.