Copyright 1994-2011, Greg Kearsley
Permission is granted to use these materials for any educational, scholarly, or non-commercial purpose.
Kearsley, G. (June 28, 2011). The Theory Into Practice Database. Retrieved from http://tip.psychology.org
Situated Learning (J. Lave)
Overview:
Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it
occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge
which is abstract and out of context. 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 acquired. As
the beginner or newcomer moves from the periphery of this community to its center, they become more active
and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning
is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of
"legitimate peripheral participation."
Other researchers have further developed the theory of situated learning. Brown, Collins & Duguid (1989)
emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by
enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both
outside and inside school, advances through collaborative social interaction and the social construction of
knowledge." Brown et al. also emphasize the need for a new epistemology for learning -- one that emphasizes
active perception over concepts and representation. Suchman (1988) explores the situated learning framework
in the context of artificial intelligence.
Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning).
In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements
of situated learning framework.
Scope/Application:
Situated learning is a general theory of knowledge acquisition. It has been applied in the context of technology-
based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at
Vanderbilt, 1993). McLellan (1995) provides a collection of articles that describe various perspectives on the
theory.
Example:
Lave & Wenger (1991) provide an analysis of situated learning in five different settings: Yucatec midwives,
native tailors, navy quartermasters, meat cutters and alcoholics. In all cases, there was a gradual acquisition of
knowledge and skills as novices learned from experts in the context of everyday activities.
Principles:
1. Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally
involve that knowledge.
2. Learning requires social interaction and collaboration.
Permission is granted to use these materials for any educational, scholarly, or non-commercial purpose.
Kearsley, G. (June 28, 2011). The Theory Into Practice Database. Retrieved from http://tip.psychology.org
Situated Learning (J. Lave)
Overview:
Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it
occurs (i.e., it is situated). This contrasts with most classroom learning activities which involve knowledge
which is abstract and out of context. 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 acquired. As
the beginner or newcomer moves from the periphery of this community to its center, they become more active
and engaged within the culture and hence assume the role of expert or old-timer. Furthermore, situated learning
is usually unintentional rather than deliberate. These ideas are what Lave & Wenger (1991) call the process of
"legitimate peripheral participation."
Other researchers have further developed the theory of situated learning. Brown, Collins & Duguid (1989)
emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by
enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both
outside and inside school, advances through collaborative social interaction and the social construction of
knowledge." Brown et al. also emphasize the need for a new epistemology for learning -- one that emphasizes
active perception over concepts and representation. Suchman (1988) explores the situated learning framework
in the context of artificial intelligence.
Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning).
In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements
of situated learning framework.
Scope/Application:
Situated learning is a general theory of knowledge acquisition. It has been applied in the context of technology-
based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at
Vanderbilt, 1993). McLellan (1995) provides a collection of articles that describe various perspectives on the
theory.
Example:
Lave & Wenger (1991) provide an analysis of situated learning in five different settings: Yucatec midwives,
native tailors, navy quartermasters, meat cutters and alcoholics. In all cases, there was a gradual acquisition of
knowledge and skills as novices learned from experts in the context of everyday activities.
Principles:
1. Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally
involve that knowledge.
2. Learning requires social interaction and collaboration.
