Literature Review
Due: October 4, 2005
"Situated Learning"
What is Situated Learning?
Situated learning is a general theory of how knowledge acquired. Technological learning activities that revolve around solving problems has been the main focus of situated learning. In this approach, teaching “in context” is extremely important. However, this context must also mirror situations that occur daily and must take into consideration how knowledge applied in and gained.
Who conducted this study?
This study was conducted by Pitri (2004). At the time of the publication of this article, Eliza Pitri is assistant professor of art education, School of Education, Intercollege, in Lefkosia, Cyprus.
Why was this study conducted?
This study came about as the result of a visit to an elementary school in Lefkosia, Cyprus. While at the school, the author noticed that a group of students played together at the same time and place every day. The students, a group of about 10 children, were of various ages and met while they were on break (similar to recess). The author became curious and inquired as to why this was occurring. A teacher informed the author that all of the children were member of the local Cub Scouts. It became very interesting to the author that “…these children developed their friendship and peer culture outside of any physical or educational context, and decided to work with them to develop an art project based on situated learning.” As a result, the author decided to observe these students. This article discusses how situated learning is fostered in an art classroom. It also focuses on how situated learning can be supported and how the community of learners is developed.
How was this study conducted?
The author worked for about a year with the Cub Scouts. Observations occurred everyday during their breaks at school. Once a week for one month, the author worked with the children during their Cub Scout meetings. The final project was based on the 2004 Olympic games. Prior to deciding on the Olympic theme, the children were observed working on their projects and their interactions and conversations with others. After analyzing her field notes, the author worked with other teachers in order to decide the student’s interests. The students were allowed to conduct research on their own: bring materials that they believed related to the Olympic Games. Many students brought items such as t-shirts, postcards, books, and newpaper and magazine articles. Once the theme was selected, the children visited an archaeological museum of antiquities. This was done in order to increase the children’s knowledge of “symbolism” behind mascots used in the Olympics. The children compared the sculptures in the museum with the mascots used in the 2004 Olympic games.
Participants:
Participants included a group of 15 elementary school children between the ages of 7 and 10. The school was located in Lefkosia, Cyprus. All students were members of the Cub Scouts.
The finding of this study provides insight into the role of the teacher during situated learning. The author reported that the role of the teacher during situated learning is that of “facilitator”. The teacher must facilitate (1) social interaction, (2) purposeful discussions, and (3) constructive conflicts. In addition, the teacher must encourage students to investigate their environment by providing “environmental stimuli”. In order to encourage a classroom community, the teacher should also support student personal investigation instead of trying to answer all of their questions. Projects created by the end of this study were all student-created. There were series of art projects that included research about “purposeful” artmaking in history, art history, and community life.
The author further notes, “Situated learning is not separated from the world of action but exists in robust, complex, social environments made up of actors, actions, and situations.” Knowledge becomes meaningful to children when they are able to understand it in context and allows them to analyze the meaning of that knowledge. The children seemed to come alive during the artmaking study. Many of them expressed their personal ideas, choices, and reasoning. During the study, they even reminded each other regarding the rules of behavior. They also had very “meaningful” conflicts and discussions. Communication skills were used among the children in order to solve problems they encountered. The children valued their their peers’ ideas eventhough they may not have shared the same goals and ideas.
Significance of Study
This study is significant in that presently U.S. schools are struggling to figure out how to create approaches that will benefit students. Situated learning provides a partial solution to this dilemma. Before schools decide make changes in their instructional content, educators must understand the concept of situation learning. American schools, in their quest to improve scores, have looked to other countries (such as New Zealand) to help solve the educational problems. However, many of these countries teach in context (situated learning). Many American school leaders “do not have time” to teach in context. They are bogged down by testing and accountability standards. Students are not free to create anything. The author notes, “According to situated learning theories, knowledge is grounded in the actions of everyday situations and is the result of a social process that encompasses ways of thinking, perceiving, and interacting.”
In this study, as the students talked about topics that interested or concerned them, the teachers listened. Children were encouraged to bring to school items that interested them. How did the author know that the students were committed to the project? The students were persistent in problem-solving. In addition, they were extremely focused on specific goals.
What this study means to me and my current position as learner & instructor
As a learner and instructor, this study provides me with additional proof of the power of situated learning. However, convincing the powers that be that promoting “situated artmaking” is worthwhile may be difficult. Although the author points out that situated artmaking encourages children to “…express and explore their needs and interests, and to interact and communicate within their own physical and social environment”, many school officials continue to cut financing for art. Many schools (especially middle schools) have been left with only two choices: physical education (PE) and sometimes Band. The strategies employed by educators who see the value of situated learning promote children’s “…decision making, self-expression, questioning, exploration, investigation, and negotiation, all of which are thinking qualities that lead to spontaneous and voluntary problem finding and committed problem solving.”
Commentary on the case study research
This study not only focused on “situated artmaking”, it also showed that situated learning can be applied to any subject area by making activities meaningful to the learners. For example, teachers can promote situated learning by ensuring that (1) activities are purposeful, (2) interactions among students are safe, and (3) behaviors follow rules set for the classroom.
Reference
Pitri, E. (2004). Situated Learning in a classroom community. Art Education, 57(6), 6-12. Retrieved October 6, 2005 from Academic Search Premier database.