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ERIC Number: EJ925074
Record Type: Journal
Publication Date: 2005-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0926-7220
Situated Learning in "This High-Technology World"
Ben-Ari, Mordechai
Science & Education, v14 n3-5 p367-376 Jul 2005
Lave and Wenger have proposed that learning is situated and occurs by means of legitimate peripheral participation within a community of practice, in contrast with conventional schools which are based upon the assumption that knowledge can be decontextualized. I argue that their perspective is inappropriate for science teaching, because a newcomer must have a significant amount of basic and background knowledge before entering into meaningful participation in technological communities of practice. Furthermore, situated learning can be undemocratic in that a child's future profession is determined at a very early age. Nevertheless, science teachers in traditional schools can benefit from pedagogical insights that follow from the perspective of situated learning. The curricular content as well as the learning activities should be influenced by the nature of the activities that occur in the communities of practice that students will encounter in the future.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A