Strategies for Effective Application of Situated Learning in the Teaching Learning Process

Onyeji, Ogechi B.; Victor-lshikaku, Eunice C.

Onyeji, Ogechi B. Department of Curriculum/Instruction, School of General Education, Imo State College of Education, Imo State, Nigeria
Victor-lshikaku, Eunice C. Department of Science Education, Faculty of Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria

Keywords: Situated Learning, Constructivism, Community of Practice, Learning

Abstract

This paper examines strategies for effective application of situated learning in the teaching learning process. The concept of situated learning accounts for the dynamic and changing nature of knowledge as a product of ongoing systems of activity that are socially, historically and culturally constituted. Furthermore, humans as a social being learn mostly through social interaction with others. However, such knowledge usually resides or situates in the content in which participation of individuals to the community of practice plays a vital role on situated learning process. No situated learning takes place when learning is static to the situation in which it is learned. This paper was discussed under the following subheadings, clarification of concept, theoretical frame work, features of situated learning, why situated learning, classroom application of situated learning, challenges of situated learning implication for effective learning, conclusion and suggestions. Furthermore, one of the features of situated learning revealed that situated learning is based on social cultural theory however why situated learning in the classroom, it is also noted that situated learning focuses on social learning, on its application in the classroom. The authors opined that it can be achieved through school excursion and learning by doing on its implication to classroom learning, and that learning can only occur when individuals are members of a particular community in which they are acculturated and at the same time participate actively in the transmission and propagation of knowledge among the communities of practice. In conclusion it is stressed that situated learning gives students the opportunity to engage themselves with group task assignment, project and such likes. It was therefore suggested that enough time should be allocated to subjects that are practically oriented, this will help accommodate teachers' preparedness in arranging the students and reorganization of the classroom for active engagement of students in the learning process.

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