Situated cognition theory suggests that learning must occur in context and through real-world experiences, rather than just in a classroom setting. This approach can help students better apply knowledge and skills to complex, real-life situations. Educators should consider incorporating real-world experiences into their teaching to improve knowledge acquisition.
Situated cognition is a theory of human learning that suggests that people need to learn in context because knowledge and the physical actions to reinforce that knowledge cannot happen separately. This is a radical departure from many traditional approaches to pedagogy, where educators deliver instruction in a classroom setting and expect students to acquire knowledge and skills in the classroom that they can apply elsewhere. This theory has its origins in research dating back to the late 19th century and became particularly popular in the late 20th century.
In a simple example of how situated cognition works, many students learn fractions in school. They usually experience abstract learning, where they work through sets of problems and simple examples, like pie charts, to understand how fractions work. However, they may not be able to transfer this knowledge into real life for solving problems involving fractions, such as how to adjust a prescription or determine the correct dosage for medications. If, on the other hand, students learn fractions by performing real-world activities, such as baking, they can internalize the knowledge and learn to use it.
Proponents of situated cognition argue that real life is complex and often presents people with tasks that are poorly defined, complicated, and unique. If people only learn in a classroom setting, it can be difficult to apply their understanding of concepts, including complex ones, to real-world experiences. Life can also require higher order thinking, sometimes on multiple levels, and this is very different from the classroom, where things are usually logical, orderly, and presented one at a time.
Situated cognition research supports some aspects of the theory, as do many human traditions. For example, for many trades, the preferred training method is apprenticeships, where people learn by observing, performing tasks, and teaching younger apprentices as they develop more skills. Many people would be reluctant to visit a doctor who has only trained in a classroom, demonstrating that many people understand situated cognition even though they may not have a name for it; many people assume that it is not possible to perform complex tasks from theoretical knowledge alone.
For educators, situated cognition can have very important implications when it comes to deciding how to teach students. Providing students with real-world experiences or accurate simulations could be an important part of showing them how to use critical thinking skills and apply knowledge. Students who struggle in traditional classroom settings may find learning by doing more engaging and could potentially experience improvements in knowledge acquisition.
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