It is a very fashionable system among teachers today, it consists of providing solutions to specific situations. Through exemplifications, situated learning finds solutions coined to the reality of everyday life, of the present.
It is not a secret that we learn by observing, listening, showing or feeling those stimuli that the external environment gives us. In this sense, it is thanks to the sociocultural context that the situated learning nourishes itself, and provides a solution to Learning problems.
Situated learning, in general terms, seeks to collect as much information as possible from the context to use it to its advantage in the conflict resolution.
It becomes a collective work that requires a methodical analysis, where it also takes into account the social relationships and ties that intervene in the focus to be studied..
This theory was originally based on the conception of the psychologist Lev Vygotsky, in relation to education as a purely constructivist process.
Its foundation is of a community nature, therefore its core of work is always developed in the social context.
To understand situated learning, one must first understand the structural values that form the foundation of this study methodology..
In this same sense, the three elements that make up a critical, committed society that seeks to solve its problems in depth are: sense of belonging, participation and praxis.
Broadly speaking, we could say that situated learning is nourished by the following values:
It is the notion of feeling like part of something, of a group. He who has a sense of belonging creates an affective bond with a specific group or context.
A nationalist person is an example of a sense of belonging, due to the behavioral characteristics that he presents. The defense, high esteem and affection they feel towards their nation represent a high sense of belonging.
Refers to the act of participating or having participated in any activity.
Using a hypothetical case. Let's imagine that we are in a classroom and a teacher asks us a question in relation to the subject on which we are being taught subject.
In the event that we do not participate, we could not be prompted with an incentive. This would have academic consequences, affecting our index.
Therefore, if we do not participate in the activities that are being carried out around us, be they academic or community in nature, we could hardly be rewarded with some type of award..
Being indifferent in life only causes us to go unnoticed, giving unprofitable results from a personal development perspective.
It refers to practice, to act, to do, to experience.
Relating it to the topic, we can consider praxis as the act that reinforces the learning process through continuous practice, in this way we forge a long-term knowledge or habit.
It is essential, because otherwise, what we have learned in a theoretical way, would not be widely understood or consolidated.
Another way of looking at situated learning is through cognitive behavioral approach.
According to Hernández and Díaz, they define it as a process in which the subject learns and identifies behaviors and cognitions directly proportional to their context, managing to apply knowledge and restructuring their reality. As it happens in cases of therapy to alleviate and treat the symptoms of depression in the background.
Situated learning, unlike traditional educational styles, It does not start with theory, but with practice. By having immediate reality as the main focus, it leaves the theoretical content as a complement that gives a logical understanding of the environment.
It should be noted that its implementation strengthens collaborative learning and makes possible the four pillars involved in education: knowing Being, knowing Doing, knowing Solving and knowing Living with others.
Hernández & Diaz, also stipulate that this process has 4 fundamental steps:
This point must be emphasized… There can be no situated learning if the daily reality of the student. This step becomes the main food for the development of this educational system.
Let's take an example, let's imagine that we are teaching a child basic math. The best way for the infant to understand us is for us to use objects located in the context or, objects that, although not present at the moment, are clear to us that they are part of the infant's daily life..
What external objects could be part of the child's reality?
Animals that they have at home, the father or mother's car, trees or cartoons or fashion movies could also be used, so that the student can pair both stimuli and reach a solid understanding of the subject.
The greatest importance of this step is that there is evidence that the students master content fluently, coherently explaining what they understand about the subject in question, avoiding that it is merely memorized content.
This is where theory comes in… Once students have researched, read, and analyzed, deep questions must be created in relation to that analysis. This increases cognitive capacity and encourages the development of abstract thinking..
It is at this point where, having observed, read and analyzed what was learned in class, practice begins.
Teachers who are promoting this type of education must develop a dynamic that promotes the resolution of a problem developed exclusively to apply the knowledge they acquired in theory..
It could be considered as a thanksgiving, it is here where the teacher and students teach all the progress made.
The objective is to make those who did not know situated learning, know it and add richness from their respective areas or zones of development.
"Knowledge that does not come from experience is not really knowledge" L.S Vygotsky
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