Situated cognition

Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used” (Brown et al, 1989)
Activity: Situated cognition is closely related to problem based learning which according to Hung (2002) can be used as instructional processes
-The uses of authentic activities
- As a class, students work collectively to find solution to problems and bring to class.

CULTURE & SOCIETY: The sociocultural environment is important in designing lessons.
- Active participation and imitation promotes quick learning.
- Learning and doing is like apprenticeship in the real life situation.

PROS / CONS- Students get to work in close collaboration to find solutions to problems in an authentic environment
- Learning in an open environment may make it difficult for a teacher to be able to keep control of the students keeping everybody in task.
- Students will have to understand the rationale in it in order to reap the benefits of it.

Pedagogical Implication
- Design lessons to reflect the culture in which learning is taking place
- Learning while practicing to solve real life problems go hand in hand.
- Associate classroom learning with real life outside classroom.
- The teacher does not develop answers to problems, but the class collectively works to find results.

Brown, S. J., Collins, A., Duguid, P. (1989). Situated cognition and culture of learning.
Educational Research, Vol.18, No.1. pp.32-42.
Efland, A. (2002). Art and Cognition: Integrating the Visual Arts in the Curriculum.
Kishner, D., Whitson, A. J. (1997). Situated cognition social, semiotic, and Psychological perspectives

Situated cognition: social, semiotic … - Google Books