Situated Learning

According to the theory of situated cognition, every human thought is adapted to the environment which is called as “situated” due to the fact that what people perceive and how they conceive their activity, and also what they physically do develop together consequently (Clancey, 1997). And therefore, knowledge is seen as a lived experience. In the early 1990, Jean Lave and Etienne Wenger developed an instructional approach called as situated learning, according to the theory learners tend to learn by actively participating in the learning experience. Hence, situated learning is about creating meaning from daily living’s real activities (Stein, 1998). 
Wenger (1998) postulated that there are basic premises of situated cognition theory. People are social beings which is a central aspect of learning. Knowledge is in relation to competence with respect to valued enterprises and knowing is a matter of participating which is related to active engagements in the world, and finally what learning is to produce is the ability to experience the world and engage with meaning. Thus, learning is shaped in people’s social environment. Situated learning occurs in the setting of communities of practice with the help of shared domain and learning goal. Moreover, legitimate peripheral participation is related with the person becoming the member of the group by means of engagement, interaction, collaboration as well as social practice. Regarding the processes of situated learning as individuals, communities and organizations, individuals begin with being visitors or novices before they become insiders. Later on, they become leaders and retire in the end. This life cycle for displays the process of situated learning.
Furthermore, regarding anchored instruction, anchor is the scenario which helps individuals to solve a problem. However, situations that engage individuals in complex, realistic, problem-centered activities are needed in order to scaffold individuals, and therefore, teachers need to have a role as facilitator of learning by means of tracking, helping, encouraging and assessing learners. Finally, situated learning promotes 21st century skills since it requires individuals to be in authentic learning situations so that they can actively participate in an activity by means of problem-solving skills.

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