Situated cognition and situated learning theories have implications for the design and development of classroom instruction, teacher education (both in-service and pre-service), and electronic or technology-based learning (Altalib, 2002, Korthagen, 2001).
Situated cognition theory argues that learning is more likely to occur in authentic contexts where “...knowledge is gained and applied in everyday situations (Altabib, 2002).” In other words, Situated Cognition promotes learning by doing and learning through experience in authentic contexts. According to Driscoll, proponents of situated learning proclaim that knowledge will lie dormant and unused if taught in separate contexts and not practiced in real life situations (2005). Authentic learning environments require students to engage in real tasks to solve real-life problems driven by the concepts to be learned. In this way, learners must interact within the social context of a specific community of practice. The situated nature of learning requires new knowledge to be practiced in social and collaborative contexts.
Wegner (1998) describes four tenets of situated cognition theory as:
Legitimate Peripheral Participation