The world is no longer the same as it was years ago, however, some tools and strategies that are used to know and apprehend it do continue to be. In this article we will talk about situated learning as an alternative to static.
Education tends to maintain a traditional teaching scheme, oriented more to impart knowledge than to produce it collectively. In this sense, some theories and proposals seek to change course. This is the case of situated learning.
What is situated learning?
As its name implies, situated learning takes into account the sociocultural context when considering different situations, making it specific and sensitive to the community in which it works. In this sense, it is very useful, practical and close, since all those topics that we can link with things that are familiar and everyday to us are fixed in a much stronger way.
As Sagastegui (2004) expresses, situated learning summarizes the ideal to arrive at a pedagogy that builds solid and flexible bridges. Education and daily practices are inseparable.
On the other hand, as it promotes the construction and search for solutions collectively, it also strengthens group work and exchange skills. A situation is approached jointly, with as many nuances as people participate, which allows the development of a rich vision based on diversity.
In this way, the learning procedure ceases to be abstract and transcends the transmission of knowledge or content to become a participatory, active and social process.
We must look for the great theoretical and conceptual framework to understand situated learning in constructivism, which takes as its antecedents figures like Piaget and Vygotsky. Constructivism starts from the idea of a motivated, active subject that interacts with the environment.
Phases and components of situated learning
Situated learning theory was developed by Etienne Wenger, an educational theorist and professional, and Jean Lave, a social anthropologist. For both, learning is related to a process by which knowledge is acquired in practice, through multiple actors, which involve both the teacher and the students.
From there also arises the idea of communities of practice as social groups that are formed to develop knowledge, from the interaction between their members and the reflection of their experiences. Their common concern leads them to engage in the search for a solution.
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