What Is Situated Cognition?

Situational cognition emphasizes the situational nature of learning, knowledge, and wisdom. It is believed that knowledge cannot exist abstractly from active situations. Learning should be combined with contextualized social practice activities.

Situational cognition emphasizes the situational nature of learning, knowledge, and wisdom. It is believed that knowledge cannot exist abstractly from active situations. Learning should be combined with contextualized social practice activities.

Chinese name

Situational awareness

Applied discipline

psychology

Situational awareness

Situational cognition is a method to solve students' difficulties in maintaining and generalizing knowledge. Learners use generalizations to help transfer knowledge from one situation to another. Situational learning environments allow learners to "restate relevant information when needed."

Situational cognition gives meaning to learning and promotes the transfer of knowledge to everyday situations. It enriches the learning process by providing a realistic experience of real situations. Choi and Hannafin (1995) argue that there are four key concepts that are closely related to the design of contextual learning environments: context, content, motivation, and evaluation.

1. Context

Context is the environment, place, and place where learning takes place. Based on personal experience, learners can use a series of methods to successfully complete the work in the situation. It is meaningful resources and purposeful activities that facilitate problem solving and at the same time facilitate the transfer of learning to real situations

2. Content

Content is a specific concept learned by learners. Concepts, activities, and situations are critical to the learning process. When learning is rooted in content, it is easier for learners to apply knowledge to real everyday situations.

3. Incentive

Motivation helps learners internalize knowledge. In other words, motivation can help students "improve cognitive ability, self-monitoring ability and self-correction ability." Incentives include imitation, mentoring, coaching, collaboration, and advice.

4. Evaluation

There are many uses for context-based assessment tests, so it is important to use appropriate forms of assessment to manage the learning process for learners. Evaluation should focus on cognitive development rather than evaluation in the relevant area. In other words, assessments should be challenging and complex. Evaluation methods include self-referencing, portfolio evaluation, and concept mapping.

Situational Cognitive Importance

Learning and understanding are inseparable from human daily activities (Wilson, 1993, p. 71). Learning is based on the context of the knowledge being taught. In other words, the context of the learning content is very important. The activities the learner is involved in learning are also important. If learners' learning goal is to solve problems in the daily life world, then they must be involved in daily life.

To understand and acquire knowledge, learning theory emphasizes the importance of establishing a connection between information, learners, and the environment. It is the responsibility of teachers and learners to link the right information. If students establish a connection between "how to use" and "why to use" when using a specific program, then they can store this information as part of a knowledge network and also connect with other knowledge. Conversely, if learners learn factual knowledge out of a meaningful context, their understanding is often incomplete and meaningless. When individuals and the environment are connected, knowledge is the main learning outcome. In short, "knowledge is contextualized, and it is the product of the activities, contexts, and cultures that it develops and uses."

Situational cognition

The main role of situational awareness is to allow learners to apply new knowledge to real everyday situations. "Learning is a personal, internal intellectual process, in which knowledge is acquired and stored for future free use in any environment." To achieve this, it is important to connect individuals and the environment. Situational awareness encourages students to do it instead of just memorizing factual information. It also encourages highly organized thinking skills. It also focuses on student progress. Situational learning also provides a more realistic way to conceptualize unique situations.

Situational Cognitive Implications

Many learners have the experience of applying the knowledge and skills gained in formal learning to problem solving. For some learners, it is difficult to draw conclusions from existing information, and it is also difficult to apply this existing information to daily real-life situations. Learners sometimes just stop at "talking about something rather than doing things like solving real problems." ^[1]

Situational Cognition and Teaching Technology

As teaching technologists believe, "our goal is to figure out the underlying causes of successful learning and apply this discovery to try to find some ways to form some teaching methods." Teaching technologists need to understand the connection between learners and the environment. One way to use situational cognition is to provide learners with models that can imitate and observe; another way is to encourage learners to participate in problem solving, which is likely to produce some questions and ask questions.

Situational cognition holds that human activity and environment are mutually constructed wholes, not separate entities. Therefore, learning cannot be separated from the relationship between the individual and the environment