Essential Learning Theories & Frameworks in IDT: Situated Cognition Theory

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.2307/1176008

Choi, J. -I., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53–69. http://www.jstor.org/stable/30220993

Darvin, J. (2006). “Real-world cognition doesn’t end when the bell rings”: Literacy instruction strategies derived from situated cognition research. Journal of Adolescent & Adult Literacy, 49(5), 398–407. http://www.jstor.org/stable/40012803

Lave, J., Resnick, L. B., Teasley, S. D., & Levine, J. M. (1991). Situating learning in communities of practice. In Perspectives on socially shared cognition (Vol. 2, pp. 63–82). American Psychological Association. https://doi.org/10.1037/10096-003

O’Brien, B. C., & Battista, A. (2020). Situated learning theory in health professions education research: A scoping review. Advances in Health Sciences Education : Theory and Practice, 25(2), 483–509. https://doi.org/10.1007/s10459-019-09900-w

Queiros, L. M., Silva, C. J. P., Gomes, A. S., Moreira, F., Uden, L., Rodríguez-González, S., Sanchez, G., & Liberona, D. (2019). Context analysis of teachers’ learning design practice through activity theory, distributed cognition, and situated cognition. In Learning Technology for Education Challenges (Vol. 1011, pp. 247–259). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-20798-4_22

Robertson, M. E. (2023). Situated cognition, pedagogy, and self-development. In Youth Cultures, Responsive Education, and Learning (pp. 34–48). IGI Global. https://doi.org/10.4018/978-1-6684-6528-8.ch003