Situated Learning Theory: The Key to Effective Classroom Teaching?

Pengiran Hajah Siti Norainna binti Pengiran Haji Besar

Abstract


ABSTRACT: Situated learning theory holds that effective education requires learning that is embedded in authentic contexts of practice, wherein students engage in increasingly more complex tasks within social communities. Opponents of the theory point out its failure to account for individual differences among students and its insufficient emphasis on knowledge acquisition. In this essay, by using the qualitative methods, I describe situated learning and review the arguments for and against it, contrasting participatory and acquisitive learning models as they apply in classroom settings. The view that all learning should be situated if it is to be effective is too strong. Such a statement ignores the fact that learning is a matter of acquiring knowledge before one can participate effectively in the situation or real setting. The teacher acts as a provider, facilitator, and mediator of knowledge; students are able to learn from that knowledge and practice it in group activities. In turn, students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community. The different norms and values attached to participation and acquisition complement one another, and either one alone would be insufficient. I then assess religious education in Brunei Darussalam, where education has traditionally focused on memorization and written exams. I suggest that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.

KEY WORDS: Situated Learning; Classroom Instruction; Brunei Darussalam; Cognition; Social Networking.

About the Author: Pengiran Dr. Hajah Siti Norainna binti Pengiran Haji Besar is a Lecturer at the APB UBD (Academy of Brunei Studies, University of Brunei Darussalam), Jalan Tungku Link, BE 1410, Negara Brunei Darussalam. For academic interests, the author is able to be contacted via e-mail address at: norainna.besar@ubd.edu.bn

Suggested Citation: Besar, Pengiran Hajah Siti Norainna binti Pengiran Haji. (2018). “Situated Learning Theory: The Key to Effective Classroom Teaching?” in HONAI: International Journal for Educational, Social, Political & Cultural Studies, Volume 1(1), May, pp.49-60. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI and STISIP Amal Ilmiah, Wamena, Papua.

Article Timeline: Accepted (March 11, 2018); Revised (April 30, 2018); and Published (May 30, 2018).


Keywords


Situated Learning; Classroom Instruction; Brunei Darussalam; Cognition; Social Networking

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References


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