Situated learning theory is an educational approach that emphasizes context and experience as fundamental elements for the learning process. Developed by cognitive psychologist John Dewey in the 1930s, this theory considers that learning occurs most effectively when it takes place in situations that are authentic and meaningful to the student.
Principles of situated learning theory
Situated learning is based on several key principles that differentiate it from other more traditional educational approaches. One of the central aspects of this theory is the idea that knowledge is not something static that is acquired abstractly, but is constructed through interaction with the environment and with others.
Contextualization of learning
In situated learning theory, the context in which learning takes place is considered crucial to its effectiveness. This means that the physical, social and emotional environment in which the student is located directly influences how they acquire and process information. Therefore, learning must be anchored in concrete and meaningful situations for the student, rather than being abstract or decontextualized.
Social learning
Another important principle of situated learning is fundamental role that social interaction plays in the process of knowledge acquisition. According to this theory, learning is not an individual and isolated process, but rather occurs in a social context in which students collaborate, discuss and negotiate meanings with their peers and teachers. In this way, learning is enriched through active participation in communities of practice.
Applications of situated learning theory in education
Situated learning theory has important implications for educational practice at all levels, from initial education to vocational training. Some of the most relevant applications of this approach are:
Problem-based learning
One of the pedagogical strategies that is inspired by the theory of situated learning is problem-based learning. In this approach, students face complex and contextualized situations that require the application of knowledge and skills to solve real problems. Through this methodology, students can develop cognitive and metacognitive skills in a meaningful way that is transferable to different contexts.
Experiential learning
Another practical application of the theory of situated learning is experiential learning, which is based on the idea that direct experience is essential for the construction of knowledge. In this approach, students' active participation in practical and experiential activities is encouraged that allow them to connect theory and practice, reflect on their actions and learn in an authentic and meaningful way.
Collaboration and teamwork
Situated learning theory also highlights the importance of collaboration and teamwork in the learning process. Through interaction with other individuals who bring different perspectives and skills, students can build knowledge in a collective and enriching way. This collaboration can occur in both face-to-face and virtual environments, promoting the development of key social and communication skills.
Criticisms and controversies
Despite its numerous advantages and practical applications, the theory of situated learning is not exempt from criticism and controversy. Some critics argue that this approach can encourage context dependency in the learning process, making it difficult to transfer knowledge to new and unfamiliar situations. Furthermore, it has been questioned whether situated learning is suitable for all types of learning and whether it can be applied effectively in all educational contexts.
Despite these criticisms, situated learning theory remains being a relevant and enriching approach in the field of education. Its emphasis on context, experience and social interaction as fundamental elements for learning offers new perspectives and possibilities to improve the quality of teaching and learning in an increasingly complex and diverse world.