학습경험에서의 ‘실제 삶의 맥락과의 연관성’ 문제에 대한 일고

Abstract

This study had a goal to discuss the transfer, which is related with real life, based on situated learning theory. Situated learning theory is known to have provided a new theoretical basis for the design of teaching and learning based on learning through interaction and contextuality of learning, which had been overlooked so far. Since situated learning theory also has a discussion of situativity and contextuality, it is expected that the results derived from situated learning theory would broaden the horizon of understanding of 'learning linked to life'. And In this study, by examining situational learning theory suggested the transfer can happen better by practicing the gap between the context of the outside world and their own context than discovering similarity of problems had and while learners have practiced to negotiate the context between problem and themselves. Considering the research of situated learning theory, education for transfer that linked life goes beyond the meaning of real context to the need for educational design that leads inquiry’s context. It is hoped that this study contributed to interpretation of situational learning theory, and can provide implications for teaching and learning design in the educational field to translate “real life”