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Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. [1] Situated learning "takes as its focus the relationship between learning and the social situation in which it ...
In 1991, Lave pioneered the theories of situated learning and communities of practice with the publication of her seminal text, Situated Learning: Legitimate Peripheral Participation (in collaboration with her student Étienne Wenger). The theory of situated learning posits that, in the words of anthropologist Nigel Rapport, learning is a ...
While situated cognition gained recognition in the field of educational psychology in the late twentieth century, [3] it shares many principles with older fields such as critical theory, [4] [5] anthropology (Jean Lave & Etienne Wenger, 1991), philosophy (Martin Heidegger, 1968), critical discourse analysis (Fairclough, 1989), and sociolinguistics theories (Bakhtin, 1981) that rejected the ...
Through the study of these cases Lave and Wenger concluded that most learning does not take place with the master, it takes place among the apprentices. [ 5 ] [ 6 ] Wenger holds that learning is an inherently social process and that it cannot be separated from the social context in which it happens.
Anchored Instruction is a technology centered learning approach, which falls under the social constructionism paradigm. It is a form of situated learning [ 2 ] that emphasizes problem-solving within an integrated learning context, which can be examined from multiple perspectives.
This model aligns with the constructivist ideals of situated learning—which theorises that active learning takes place within the context in which the knowledge must be applied. [3] Anchored Instruction is a type of situated learning that presents students with a realistic narrative within a specific context. At the narrative's core is a ...
The communities Lave and Wenger studied were naturally forming as practitioners of craft and skill-based activities met to share experiences and insights. [2] Lave and Wenger observed situated learning within a community of practice among Yucatán midwives, Liberian tailors, navy quartermasters and meat cutters, [2] and insurance claims ...
Therefore, learning is a social process which requires social and cultural factors to be considered during instructional planning. This social nature of learning also drives the determination of the learning goals. [clarification needed] [5] [page needed] Knowledge and learning are situated in particular physical and social context.