It may be more effective for someone to learn about archeology by going to a dig site.
Situated learning is a type of learning that involves learning materials within the context of how the information or skills are actually used and applied. It is often associated with social learning and, although it was initially recognized in relation to adult education, some of its practices have spread to youth education as well. With this type of learning, communities of practice are established in which individuals learn and construct mutual meaning through active processes that imbue what is learned with context and purpose. Situated learning does not normally involve a specific pedagogical approach, but instead seeks to understand how learning relates to daily practices and social interactions.
Situated learning seeks to understand how learning relates to everyday practices and social interactions.
One of the most important concepts within situated learning is the idea of “legitimate peripheral participation”, which is the process by which one can learn within a social setting of practice. For example, someone can simply be around other people who are doing an activity and the person will begin to learn what they are doing. In actual use, this is usually not as passive and the person is encouraged to participate in learning from it. This creates a community of practice where everyone in a classroom or similar environment learns by creating and sharing common experiences and knowledge.
Situated learning is often linked to the idea of learning within a context and not just in the classroom.
Situated learning is often linked to the idea of learning within a context and not just in the classroom. In general, the idea is that it might be more meaningful and effective for someone to learn about archeology by going to an archaeological dig site, for a cooking student to learn how to cook inside a kitchen, and for a new carpenter to learn on the job using tools. . This type of situated learning is often called “cognitive learning” and involves the use of a practical setting to put what is learned in the context of its usefulness. School field trips for younger students often encourage this type of learning.
Many adults find situated learning to be more effective and meaningful than classroom learning. This may be due to the fact that adults often seek practical utility in what they learn, rather than be content with an abstract understanding of the materials. Of course, localized learning can be built into a classroom and is often part of the classroom design for technical or vocational schools. It is also often a key aspect of apprenticeship programs, where a person learns through direct applications of the material they are learning.