Learning materials in the context of how the information or skills are actually used and applied is referred to as situated learning. It’s usually associated with social learning, and while it was first recognized in adult education, some of its practices have since been extended to youth education. Communities of practice are formed as a result of this type of learning, in which individuals learn and construct mutual meaning through active processes that imbue context and purpose into what is learned. Situated learning is an approach to learning that seeks to understand how learning relates to daily practices and social interactions rather than a specific pedagogical approach.
The concept of “legitimate peripheral participation,” which is the process by which someone can learn by being in a social environment of practice, is one of the most important concepts in situated learning. Someone can, for example, simply be around other people who are engaged in an activity and begin to learn what they are doing. In practice, this isn’t always as passive, and people are encouraged to take an active role in their own education. This creates a practice community in which everyone in a classroom or similar setting is learning by doing and sharing common experiences and knowledge.
Situated learning is frequently associated with the concept of learning in a context rather than in a classroom. In general, the idea is that learning about archaeology by actually going to an archaeology dig site is more meaningful and effective, that a student chef learns best in a kitchen, and that a new carpenter learns best on the job site by using tools. This type of situated learning is often referred to as “cognitive apprenticeship,” and it entails the use of a practical environment to contextualize what is learned. This type of learning is frequently encouraged through school field trips for younger students.
Many adults believe that situated learning is more effective and meaningful than traditional classroom instruction. This could be because adults, rather than being satisfied with an abstract understanding of materials, look for practical applications in what they learn. Situated learning can, of course, be incorporated into a classroom and is frequently included in the design of classrooms for technical and professional schools. It’s also a common feature of apprentice programs, in which students learn through hands-on experience with the material they’re studying.