Affordable Access

Understanding authentic learning : a quasi-experimental test of learning paradigms

McGill University
Publication Date
  • Learning.
  • Problem Solving.
  • Psychology


This thesis is about "authentic learning": learning from life-like contexts. The construct derived from the social situated approach (Lave & Wenger, 1991), has surprisingly no counterpart in cognitive psychology. The first objective of this thesis is to develop a cognitive formulation of authentic learning from classical cognitive works and recent neuroscience studies findings. The characteristically cognitive feature posited is "n-coding", the encoding of multimodal input (verbal, visual, kinesthetic, social...). To test quasi-experimentally the effectiveness of this cognitive definition, a review of the instructional literature identified Collaborative Group Problem Solving (Heller et al., 1992) as an appropriate candidate for authentic instruction in physics.

There are no comments yet on this publication. Be the first to share your thoughts.