1. Republic Of The Philippines
Tarlac State University
College Of Education
Lucinda Campus, Tarlac City
Reporter : leah ann b. Arceo
Bsed 1-b sched. 4 Chapter 6 ( Social Cultural Dimension)
Theories of Situated Learning
Situated learning is a general theory of knowledge acquisition. It has been applied in the context
of technology-based learning activities that focus on problem-solving skills.
According to Lave (1998) he argues that learning as it normally occurs is a function of the
activity , context and culturein which it occurs.
Social interaction is a critical component of situated learning –learners become involved in a
community of practice which embodies certain beliefs and behaviors to be acquire. As the
beginner or newcomer moves from the periphery of this community to its centre, he becomes
more active and engaged within the culture and hence assumes the raole of expert or “oldtimer”.
In the situated learning approach knowledge and skills are learned in the context that reflect how
knowledge is obtained and applied in everyday situations.
Situated cognition theory conceives of learning as a socio-cultural phenomenon rather than the
action of an individual acquiring information from a decontextualized body of knowledge .(
Kirshner and Whitson,1997).
As an instructional startegy ,situated cognition has been seen as ameans for relating subject
matter to the needs and concerns of learners. .Learning is essentially a matter of creating
meaning from real activities of daily living.
To situate learning means to place thought and action in a specific place and time. To situate
means to involve other learners , the environment, and the activities to create meaning.

2. A situated learning experience has four major premises guiding the development of classroom
activities. ( Anmderson, Reder, and Simon , 1996).
1. Learningis grounded in the actions of everyday situatuions:
2. Knowledge is acquired situationally and transfers only to similar situations;
3. Learning is result of a social process encompassing ways of thinking,peceiving ,
problem-solving and interacting in addition to declarative and procedural kowledge; and
4. Learning is not separated from the world of action but exits in robust, complex, social
environments made up of actors,actions and situationns.
In situated learning students learn content through activities rather than acquiring information in
discrete packages organized by instructors. Content is inherent in doing of the task and not
seperated from the noise, confusion and the group interactions prevalent in real work
environment.
Situations are presented that challenge the intellectual and psychomotor skills learners will apply
at home, in the community , or the workplace.(Lankard, 1995).
Situated learning uses cooperative and paricipative taeching methods as the means of acquiring
knowledge. Knowledge is obtained by the processes described (Lave, 1997) as “way in” and
“practice.
Way in is a period of observation in which a learner wathces a master and makes a first attempt
at solving a problem.
Practice is refining and perfecting the use of acquired knowledge.
Applied to the classroom, situated learning is not only reflectingupon and drawing implications
from previous experiences but is immersion in and with the experience.
He changes times & seasons; he removes kings &set up kings
,he give wisdom to wise & knowledge to those who have
understanding
DANIEL 2:21