Situated Cognition

Overview
Learning information in real contexts or simulations so it can be easily applied by the student in the real world. Based on the premise of “learning as emergent and social” (Brill, 2001)
Key Theorists
Brown

Collins

Duguid

Lave

Wenger

Strength
Equips students for the real world when they leave school and may learn information faster.

Weakness
Little emphasis on minute skills needed e.g. gramma or writing things correctly but more on useability of the information in the students life. Does not show the importance of scaffolding and building of knowledge, students may know how to apply the information in real life but not have the transfer skills needed to fully utilise the information.

Opportunity
Immersing students in language or topic would be a great introduction and confidence builder and show them the importance of a subject.

Threat
Teachers need to remember to build the more intricate skills and nuances to ensure the student has the depth of knowledge needed to succeed.

Meaning for me

Immersing students in a subject is a great introduction to whet their appetite for more information but then focus needs to be made on building the knowledge so it can be used in different contexts.

Brill, J. M.. (2001). Situated Cognition. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/