Nilson , Wayne A . TITLE Situated Learning and the Limits of Applying the Results of These Data to the Theories of Cognitive

The characteristics and elements of situated learning are described, along with some approaches that use this perspective. Situated cognition proposes a radically different explanation of learning that conceives of it largely as a social phenomenon rather than a process occurring within the mind of the individual. Situated learning requires essential actors and participatory relationships beyond those common to current educational practices. Situated cognition suggests that knowledge is a relation between an individual and a social or physical situation. A growing body of evidence suggests that knowledge acquired in specific situations is more powerful and useful than so-called general knowledge. One of the most widely discussed features of situated cognition is the notion of cognitive apprenticeships as a way for learners to become participants in a community of practice. Implementing cognitive apprenticeships or integrating situated learning in any aspect will not be easy. It will require redefinition of instruction and the development of tools and environments that support communication and collaboration among learners and experts. (Contains 30 references.)