Situated Learning: Bridging Sociocultural and Cognitive Theorising
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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 about this approach to learning and its outcomes remain incomplete. It remains unclear how situations influence the co-construction of knowledge. This paper seeks to commence addressing this question through an analysis of the nature and possible cognitive consequences of situated learning. To engage in this analysis it is necessary to offer an initial reconciliation of aspects of cognitive and socio-cultural theorising. This reconciliation provides basis to advance an account of how situations influence the co-construction of knowledge. It is held that individuals participation in goal-directed activities is integral to a mutually transforming process of learning. Moreover, the situation and circumstances constitute a basis for understanding these activities and therefore cognition. Areas of compatibility between the two perspectives are first identified followed by a view of how social circumstances influence the reciprocal construction of knowledge using a review of the literature. Finally, an account of the likely cognitive consequences of situated learning and their sources is advanced.
Learning and Instruction
Copyright 1996 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.