Situated Cognition
Learning and Knowledge Relates to Situated Cognition
"Learning and knowing are integrally and inherently situated in the everyday world of human activity" (Wilson, 1993, p.71). Learning is situated in the context in which it is taught. In other words, the context in which something is learned is very important. The activity in which the learner is engaged in at the time of learning is also important (Griffin and Griffin, 1996, p.293). If the goal of a learner is to solve day-to-day life experiences, they must engage in such opportunities.
In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32).
What is Situated Cognition?
Situated Cognition is a way to "address difficulties students have in retention and generalization" (Gersten and Baker, 1998, p.23). It ...
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New Orleans is a city that is rich in culture as well as history. The city is in effect, an island – Lake Pontchartrain surrounds the city to the north, the Mississippi River to the west and south, and a bevy of lakes – including Lake Borne to the east. Surrounding the city is a series of levees to keep these bodies of water at bay. In addition to these levees, the only defense the city has is a series of canals and a very antiquated pumping system. However, the same levees that protect the city, makes it a death trap should a major hurricane make a direct hit to the metropolitan area. The risk of intense flooding brought forth by storm surges of 20+ feet would wipe the city out.
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The Army Corps of Engineers were supposed to be the ones that built the levees, and they were supposed to build them strong enough that they would protect the city of New Orleans. However, their engineering was severely faulty. Robert Bea even went as far to say that the levees were the “most tragic failure of a civil engineered system in the history of the United State” (Lee, 2006). The levees were supposed to be built to be seventeen feet below sea level and integrated into an earthen levee, but that did not happen. Colonel Lewis Setliff claims that the levees did not work as “they would have liked” (Lee, 2006). If they were not building them right, though, then they had to know that they were not going to work the way they were supposed to. Benny Pate points out that if they knew there was such a great chance the levees would break, knowingly building them incorrectly was like they were “letting it happen” (Lee, 2006). The people of New Orleans should have been able to expect that the levees would be built right which is why the level of government that appointed the Army Corps of Engineers for this job was neglectful in the prevention of Hurricane Katrina’s
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Vygotsky theorized that interaction and language are two central factors in cognitive development (Corpus & Lucas, 2010). (Beriones, 2010) emphasized that effective learning happens through participation in social activities, making the social context of learning crucial. Parents, teachers and other adults in the learner’s environment all contribute to the process. When children with special needs are given an environment that is conducive to learning, they too will become fruitful members of the community. In addition, Lev Vygotsky Socio-Cultural Theory states that students’ learning could be more effective if it is provided with support or scaffold. Information processing theory supplies the scaffold theory which is also a cognitive theoretical framework that focuses on how knowledge enters and is stored and retrieved from our memory. Cognitive psychologist believed that processes influence the nature of what is learned. They considered learning as largely an internal process, not an external behavior change. They looked into how learners receive, perceive, store and retrieve
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Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in...