Hartinger, Andreas and Foelling-Albers, Maria and Mortl-Hafizovic, Dženana (2005) Tolerance of ambiguity and its significance for learning in situated learning conditions. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT, 52 (2). pp. 113-126. ISSN 0342-183X,
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In a comparative study with 100 first-year teacher students for elementary schools the assumption was investigated whether persons profit differently from situated learning conditions or from traditional-textbased learning conditions depending on their levels of tolerance of ambiguity. Learners with a low tolerance of ambiguity were assumed to show little positive effects of a situated learning environment when the cognitive demands are at the same time complex, authentic and therefore "uncertain". In contrast persons with high tolerance of ambiguity were supposed to profit from situated learning particularily due to complex and "uncertain" learning tasks. This hypothesis was supported, but only for the initial learning phases. Students with a low tolerance of ambiguity also achieved good learning results and showed high intrinsic motivation with increasing adaptation to the situated learning condition. It appears that - in the long run learners with low tolerance of ambiguity are not necessarily disadvantaged in situated learning conditions.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | UNCERTAINTY ORIENTATION; INDIVIDUAL-DIFFERENCES; KNOWLEDGE; RELEVANCE; tolerance of ambiguity; situated learning; situated learning conditions; teacher education |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Alumni or Retired Professors > Lehrstuhl für Grundschulpädagogik und -didaktik (Prof. Dr. Maria Fölling-Albers) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 21 Jun 2021 07:01 |
| Last Modified: | 21 Jun 2021 07:01 |
| URI: | https://pred.uni-regensburg.de/id/eprint/36814 |
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