Education has traditionally studied the world by bringing it into
the classroom. This can result in situated learning that appears to
students to have no relevance outside the classroom. Students
acquire inert, decontextualized knowledge that they cannot apply to
real problems. The obvious solution to this shortcoming is to
reverse the situation and bring the classroom to the phenomena: to
learn in a rich, real-world context. The problem with the real
world is that it is complex and filled with interactions that are
hard to sort out. The editors and authors believe that the right
tools might help students with this sorting process and result in
learning in rich contexts. This book is an account of a series of
experiments designed to explore the validity of this insight.
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