Abstract
This paper takes a situated cognition perspective on learning and cognitive development. According to situated cognition, knowledge is ultimately grounded in each individual's actions with the material and the social world. On the basis of this and other empirical investigations done in the Institute of Physics Education (IPE), a detailed framework that includes operationalizations for levels of situated learning is developed. This framework allows a quantification of certain aspects of the development of situated cognition in terms of complexity. A case study is provided describing the dynamics of individual processes of situated cognition development in the domain of electricity. The case study (a) provides a detail description of individual processes of cognitive development during learning electrostatics on different time‐scales, (b) describes general rules about the dynamic of individual cognitive processes and (c) portrays the influence of interactions on these processes.
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