Problems of Authentic Instruction and Learning
The problem of authentic instruction and learning is in the center of the discussions on constructivism as well as situated cognition. This article demonstrates that authenticity is not given per se—as very often naïvely assumed—but has always set on stage. It is shown how this process can be described and explained by a twofold modelling procedure. Complex teaching-learning environments as examples for instructional design which are constructed by taking into account such ideas seem to be a measure of choice to bring real world problems into the individual learning situation. An example for this approach is presented.