What is the knowledge?

continuing cognitive is the theory of human teaching, which suggests that people must learn in context, because knowledge and physical actions to strengthen this knowledge cannot occur separately. It is a radical shift from many traditional approaches to pedagogy, where educators provide teaching in the classroom and expect students to acquire knowledge and skills in class they can apply elsewhere. This theory has its origin in research dating back to the end of the 19th century, and became particularly popular at the end of the 20th century. They usually experience abstract learning where they work through problem sets and simple examples, such as cake graphs to understand how fractions work. However, it may not be able to transfer this knowledge to real life to solve fractions such as how to adjust the recipe or determine the right dose for Medication. If, on the other hand, students learn about fractions by performing the real world like baking, they mayinternalize knowledge and learn to use them.

Proponents of the situated knowledge claim that real life is complex and often represents people with tasks that are poorly defined, complicated and unique. If people learn only in the classroom, it can be difficult to apply their understanding of concepts, including complex, experience in the real world. Life may also require higher order thinking, sometimes at several levels, and this is very different from a classroom where things are usually logical, proper and represent one by one.

Research on a situated knowledge supports some aspects of theory, as well as many human traditions. For example, for many shops, apprenticeship is the preferred method of training, where people learn by watching, performing tasks and teaching junior apprentices when they develop more skills. Many people would be reluctant to see a doctor who was only trained in the classroom and illustrated thatMany people understand the situation of cognition, although they may not have a name for it; Many people assume that it is not possible to perform complex tasks only from theoretical knowledge.

For educators, situated knowledge, can have very important consequences in terms of deciding how to teach students. An important part of them may be to provide students in the real world or accurate simulations, how to show them, how to use the skills of critical thinking and apply knowledge. Students who fight in the traditional class in the classroom can consider learning by more involved and can potentially experience improvement in knowledge.