The Theory of Situated Cognition has been a philosophical or
theoretical background of the postmodern society and constructivism.
Unlike the traditional cognitive psychology, this theory has been
understood as a pedagogical theory that highly considers the constructive
nature of learning. The situated cognition theory based learning,
therefore, focuses on relatedness of learners' active nature and
situations or contexts surrounding them, which has given suggestions to
other subjects' lesson planning and instructional methods.
For situated learning at school, the situations in the classroom, a
place where real teaching and learning occurs, is very important. the
classroom for school education should be formed as an academic
community of exploration like a cognitive discipline system or an action
community that legally participates in nearby society. Classroom should
allow students' legitimate participation, and students as community
members should be able to perform an academic exploration. This helps
knowledge transfer.
Classroom should equip with a variety of materials in abundance for
students to perform historical explorations. This is for completion of the
learning environment. Next, learning activities should be done with tasks
of a real and intellectual sort. This is to induce the activeness of the
learners. Completeness of the learning environment and active ness of
the learners constitute a situation or context enabling the construction of
knowledge.
Without these, activities for reconstruction or recreation of history
through exploration are not possible in the classroom. Without these,
discussional characteristics cannot be fostered, which accounts for the
reason why communication and discussion are important in academic
exploration communities. Finally, making a class situational requires
teachers lots of time and energy, and therefore it is legitimate to claim
that teachers training programs need to be reconsidered in terms of the
cognitive nature of teaching.