Assess The Impact Of Situated Cognition On K-12 Course

Discuss the impact of situated cognition on a K-12 course when taught face-to-face as opposed to online.

According to investigations, situated cognition on a k-12 course describes during situated learning, social interaction is dependence on credible activity, and the creation of a learning community where incorporated into the design and implementation of k-12 course, instructional strategies for students with diverse learning needs are implemented. The impact of situated cognition on k-12th-grade courses and their plans depends on the choice of pedagogy that arises. With recent advances in learning theory, it is suggested the context or situations in which students learn influences the degree to which educational results are realized and applied. The data gathered from

Interactive environments, I believe are essential to the evolution and retention factors of education and its students. Allowing them to interact with each other during their learning experiences, particularly during subjects that enhance the overall learning experience, as oppose to that of only the boring elements of traditional classes can impact situated cognition in K-12 courses that are taught either face-to-face or online. When students in grades k-12 are taught a course face-to-face the implications of situated cognition on students “provides interactive classroom setting that promotes the open exchange of ideas (Pappas.2015).” One benefit traditional teaching offers is the added interest of allowing all students are learning in the same environment to freely and openly exchange ideas and questions with one another through the sharing and providing one another with valuable learning mediums that the online environments cannot replicate. I believe authentic interaction with the teacher also allows ideas to be exchanged candidly and without any communication