Editing Situated learning (section)

== History ==
In the 2003 article "The Nature of Situated Learning", Paula Vincini argued that "the theory behind situated learning or situated cognition arises from the fields of [[psychology]], [[anthropology]], [[sociology]], and [[cognitive science]]."<ref name="VP 2003">Vincini, P. "The nature of situated learning." ''Innovations in Learning'' (2003): 1-4.</ref> She summarized:

{{blockquote|text=The seminal paper "Situated Cognition and the Culture of Learning" by [[John Seely Brown]], [[Allan M. Collins|Allan Collins]], and [[Paul Duguid]] brought situated cognition to the forefront as an emerging instruction model. In this paper, the authors criticize public schooling for separating the "knowing and doing" and for treating knowledge "as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used."<br/>Other theorists (Jean Lave, Etienne Wenger, [[Lev Vygotsky]], [[John Dewey]], and [[J. G. Greeno]]) associated with situated learning theory argue that knowledge must be taught in context and not in the abstract. Learners must use tools as practitioners use them and become "cognitive apprentices" in that discipline's community and its culture.<ref name = "VP 2003"/>}}

In 1996 [[John Robert Anderson (psychologist)|John R. Anderson]] et al. had traced back the origin of the concept to the "cognitive revolution" in the 1960s, They argued:
{{blockquote|text=Following on the so-called "cognitive revolution" in psychology that began in the 1960s, education, and particularly mathematics and science education, has been acquiring new insights from psychology, and new approaches and instructional techniques based on these insights. At the same time, cognitive psychologists have been paying increasing attention to education as an area of application of psychological knowledge and as a source of important research problems. There is every reason to believe that as research in cognitive psychology progresses and increasingly addresses itself to educational issues, even closer and more productive links can be formed between psychology and mathematics education.<br/>However, there is a tendency now to present all manner of educational opinion as bearing a stamp of approval from cognitive psychology.... as in many recent publications in mathematics education, much of what is described in that book reflects two movements, "situated learning" and "constructivism", which have been gaining influence on thinking about education and educational research.<ref>Anderson, John R., Lynne M. Reder, and Herbert A. Simon. "Situated learning and education." Educational researcher 25.4 (1996): 5-11.</ref>}}

Vincini (2003) continued to explain, that "the social interaction that occurs in communities of practice between experts and novices is crucial to the theory of situated cognition or learning. In ''Situated Learning: Legitimate Peripheral Participation,'' Lave and Wenger emphasize that novices begin learning by observing members of the community and then slowly move from the periphery of the community to fully participating members."<ref name = "VP 2003"/>