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Contextual Learning is based on a constructivist theory of teaching and learning (Hull 1993). Learning
takes place when teachers are able to present information in such a way, so that, students are able to
construct meaning from within their own frame of experience. Under a constructivist approach to
education, teachers recognize that students perceive the world through individual constructs. Current
perspectives on what it means for learning to be contextualized include the following: situated cognition
(all learning is applied knowledge), social cognition (intrapersonal constructs), and distributed cognition
(constructs that are continually shaped by other people and things outside the individual). Contextual
learning has the following characteristics: emphasizes problem solving; recognizes that teaching and
learning need to occur in multiple contexts; assists students in learning how to monitor their learning and
thereby become self-regulated learners; anchors teaching in the diverse life context of students;
encourages students to learn from each other; and employs authentic assessment. Constructivist learning
theory maintains that learning is a process of constructing meaning from experience (Imel 2000).
[1]
Contextual learning may be useful for child development if it provides learning experiences in a context
in which children are interested and motivated. Contextual learning structures may
include internships, service learning, and study abroadprograms, among others." This definition was
formulated in 2002 and presented at the annual conference proceedings of the National Society for
Experimental Education[2] by Michael True.[3]
Contextual Learning builds upon bodies of literature that include theories and writings by John
Dewey (1900), Jean Piaget (1929),Jerome Bruner (1966), and theories of Constructivism. Thus, it is an
extension of past thinking, theories, testing, and writings. More contemporary work has included
syntheses by Lauren B.Resnick and Megan Williams Hall (1998). Examples of theories and themes that
relate to Contextual Learning are:
[edit]Knowledge-based
constructivism
Both direct instruction and constructivist activities can be compatible and effective in the achievement of
learning goals. (Resnick and Hall, 1998)
[edit]Effort-based
Increasing ones efforts results in more ability. This theory opposes the notion that ones aptitude is
unchangeable. Striving for learning goals motivates an individual to be engaged in activities with a
commitment to learning. (Resnick and Hall, 1998.)
[edit]Socialization
Children learn the standards, values, and knowledge of society by raising questions and accepting
challenges to find solutions that are not immediately apparent, along with explaining concepts, justifying
their reasoning, and seeking information (ibid.). Indeed, learning is a social process, requiring social and
cultural factors to be considered during instructional planning. This social nature of learning also drives
the determination of the learning goals (Borko and Putnam, 1998).
[edit]Situated
learning
Knowledge and learning are situated in particular physical and social context. A range of settings may be
used such as the home, the community, and the workplace, depending on the purpose of instruction and
the intended learning goals (Borko and Putnam, 1998).
[edit]Distributed
learning
Knowledge may be viewed as distributed or stretched over (Lave, 1988) the individual, other persons, and
various artifacts such as physical and symbolic tools (Salomon, 1993) and not solely as a property of
individuals. Thus, people, as an integral part of the learning process, must share knowledge and tasks
(Borko and Putnam, 1998). Working together, these theories and others serve as underlying principles
upon which the Contextual Learning conception and process is based. Indeed, the contextual approach
recognizes that learning is a complex and multifaceted process that goes far beyond drill-oriented,
stimulus- and response methodologies (Center for Occupational Research and Development, 2000,
online, no publisher).