ERIC Number: EJ925074
Record Type: Journal
Publication Date: 2005-Jul
Abstractor: As Provided
Reference Count: 18
Situated Learning in "This High-Technology World"
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.
Descriptors: Communities of Practice, Traditional Schools, Science Teachers, Teaching Methods, Constructivism (Learning), Technological Advancement, Science Instruction, Science Education, Conventional Instruction, Learning Activities
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A