Situated Learning as Legitimate Peripheral Participation

Abstract

The theory of situated learning as legitimate peripheral participation (LPP) is widely applied in the educational field. But understandings of it are diversified so that quite a lot of these understandings in literature are not in conform to the spirit of the theory. Thus, drawing on literature review, this paper attempts to explicate the theory from three aspects: practical and philosophical base, the central ideas of the theory, and its difference from the cognitive learning theory, aiming to contribute to an easier understanding of it by readers and researchers.