Methodologie und Empirie zum Situierten Lernen

If new theoretical approaches emerge from criticism of established
theories, they have to prove reasonable in the framework of
empirical research projects. This is also true for approaches of
situated learning. In this contribution, characteristic features of
situated learning approaches will be described. In addition, the
most important research surveys and their designs will be
discussed. Following the first predominantly ethno-methodological
phase, current research focuses on the investigation of the
collaborative culture of learning, analysing both the shared and
the individual knowledge. At this stage, research is mainly based
on the principle of ecological validity, implemented by means of
complex designs and field experiments. The presented surveys of
five research groups show a change in methodology that is called
interactive or integrative methodology. Finally, this contribution
refers to possible consequences for educational philosophy and
technology