Situated Learning Theory: The Key to Effective Classroom Teaching (original) (raw)

Situated Learning and Education

Educational Researcher, 1996

This paper provides a review of the claims of situated learning that are having an increasing influence on education generally and mathematics education particularly. We review the four central claims of situated learning with respect to education: (1) action is grounded in the concrete situation in which it occurs;

Situated learning: Bridging sociocultural and cognitive theorising

Learning and Instruction, 1996

There is currently a widening interest in learning in the type of situation where the learnt knowledge is to be deployed—situated learning. However, the understanding of this approach to learning and its outcomes remains incomplete. It remains unclear how situations influence the ...

Situated learning, communities of practice and pedagogical innovation

Científic@ - Multidisciplinary Journal

This article reflects on situated learning as a result of interactions between learners and contexts. It starts from the concept of community and its relationship with the learning processes. The article defines community of practice and recognizes the social and situated nature of cognition. It recognizes that knowledge materializes in the form of situated experiences and not just in mental contexts. It addresses the study of students' learning, the type of participation in school activity and in the social contexts of intervention. It identifies pedagogical innovation in a disruptive perspective, which foresees profound changes in the traditional pedagogical relationship that understands the subject as co-builder of his knowledge.

NOTE FOR EDITOR: Designing And Implementing A Situated Learning Program And Determining Its Impact On The Students’ Motivation And Learning

The Turkish Online Journal of Distance Education, 2012

Inability to use knowledge is one of the major problems that university graduates face. Some instructional designers recommend situated learning for the solution. The purpose of this study is to determine the effect of situated learning on students' school motivation and achievement. The two main hypotheses are: 1- Situated learning increases learning. 2- Situated learning increases school motivation. Thirty four psychology junior students at Payame Noor University, Tehran, Iran participated in the study. Classes were randomly selected for situated learning curriculum and lecture- based curriculum. Lecture-based curriculum was performed in face to face classroom. Situated learning was carried out in blended learning approach. Data was collected by school achievement test and the short form of Mc Inerney and Sinclaier standard motivation questionnaire, before and after interventions. Statistical analysis was done by SPSS software version 15. It was shown that situated learning in...

Situated Learning and Communities of Practice: The Challenges of Applying Situated Learning to a South African School Context

Situated learning as an educational theory, in which learners are engaged in collaborative learning and authentic tasks is briefly described. Since such learning is social in nature, when learners engage in authentic tasks they form a community of practice. There are various pointers that indicate whether learners are engaged in authentic learning and these are described. The challenges to setting up authentic learning activities within a local content are described and include the implementation of a more restrictive curriculum and the use of common assessment tasks in the sciences. Can the implementation of such rigid structures restrict a school’s ability to produce future science graduates? What impact will this have on the quality of science education? These are questions that cannot be answered within such a small context but may require further investigation.

Situated Learning Meets Community Needs

Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 2019

This chapter describes a community-based learning project (CbLP) in the Chicago West Side community of Austin. This learning setting provided the context for applying instructional strategies, methods, and techniques that are grounded in principles of social-situational learning and competence-based education and the education philosophy of emancipatory or popular education. Student perceptions are presented in excerpts of their critical reflection journals and learning product samples, which were both resource contributions to the community and deliverables for assessment and evaluation of learning for students. The chapter illustrates key features of designing and facilitating learning within a civic engagement-themed CbLP.

Educating through Communities of Practice

The Person and the Challenges, 2016

The aim of this paper is to attempt at building a bridge between education and situated learning. The etymology of the word education outlines the two major ways of envisioning education. The meaning which we give to the term 'education' surely influences the ways in which the process of education unfolds and is actually conducted. The Constructivist Approach which is being used in education today is characterised by its student­ centeredness rather than teacher ­centeredness. The adoption of Communities of Practice from the industrial sphere to the realm of Catholic schools is a way in which education as bringing forth from the student (e ‑ducere) and the constructivist approach developed earlier can be put into practice in Catholic Schools. Communities of practice create the right condition for situated learning in Catholic schools today. It is here that legitimate peripheral participation can be put into practice, thus fulfilling the Church's mission of evangelisation in our contemporary culture by drawing students from the periphery of the educational endeavour, making them active participants at the core.