مطالعه اي پيرامون يادگيري موقعيتي

A Study about Situated Learning

ﯾﮑﯽ از ﺳﺆاﻻﺗﯽ ﮐﻪ ﻫﻤﯿﺸﻪ ﻣﻄﺮح ﺑﻮده اﯾﻦ اﺳﺖ ﮐﻪ آﯾﺎ ﺷﻨﺎﺧﺖ ﯾﺎ داﻧﺶ دروﻧﯽ، ﮐﻠﯽ و ﻗﺎﺑﻞ اﻧﺘﻘﺎل اﺳﺖ ﯾﺎ واﺑﺴﺘﻪ ﺑﻪ زﻣﺎن و ﻣﮑﺎﻧﯽ اﺳﺖ ﮐﻪ در آن ﺳﺎﺧﺘﻪ ﻣﯽﺷﻮد؟ ﺳﺎزﻧﺪهﮔﺮاﯾﺎن ﺑﻪ وﯾﮋه ﭘﯿﺮوان ﻧﻈﺮﯾﻪ ﺳﺎزﻧﺪهﮔﺮاﯾﯽ اﺟﺘﻤﺎﻋﯽ ﺑﺮﺧﺎﺳﺘﻪ از ﻧﻈﺮﯾﻪ وﯾﮕﻮﺗﺴﮑﯽ، ﻣﻌﺘﻘﺪ ﺑﻪ ﺷﻨﺎﺧﺖ ﻣﻮﻗﻌﯿﺘﯽ و ﯾﺎدﮔﯿﺮي ﻣﻮﻗﻌﯿﺘﯽ ﻫﺴﺘﻨﺪ و ﻣﯽﮔﻮﯾﻨﺪ داﻧﺶ و ﯾﺎدﮔﯿﺮي را ﻧﻤﯽﺗﻮان از ﺑﺎﻓﺖ ﯾﺎ ﻣﻮﻗﻌﯿﺘﯽ ﮐﻪ در آن ﯾﺎد ﮔﺮﻓﺘﻪ ﻣﯽﺷﻮد ﺟﺪا ﮐﺮد. ﺑﻪ ﺳﺨﻦ دﯾﮕﺮ آﻧﭽﻪ ﻣﺎ ﻣﯽآﻣﻮزﯾﻢ ﻫﻢ ﻣﺎﻫﯿﺖ اﺟﺘﻤﺎﻋﯽ دارد و ﻫﻢ واﺑﺴﺘﻪ ﺑﻪ زﻣﯿﻨﻪ اﺳﺖ و ﻫﻢ ﺑﻪ ﻣﻮﻗﻌﯿﺖ ﺧﺎﺻﯽ ﮐﻪ در آن آﻣﻮﺧﺘﻪ ﻣﯽﺷﻮد ﮔﺮه ﺧﻮرده اﺳﺖ. ﻫﺮ داﻧﺸﯽ ﺑﻪ ﻣﻘﺎﺻﺪ و ﻣﻮﻗﻌﯿﺖﻫﺎﯾﯽ ﮐﻪ در اﺻﻞ ﺑﺮاي آنﻫﺎ ﺳﺎﺧﺘﻪ ﺷﺪه اﺳﺖ واﺑﺴﺘﻪ اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ وﯾﮋﮔﯽﻫﺎﯾﯽ ﺷﻨﺎﺧﺖ ﻣﻮﻗﻌﯿﺘﯽ اﻧﺘﻘﺎل ﯾﺎدﮔﯿﺮي اﺗﻔﺎق ﻧﻤﯽاﻓﺘﺪ؛ ﯾﻌﻨﯽ ﯾﺎدﮔﯿﺮيﻫﺎﯾﯽ ﮐﻪ در ﯾﮏ ﻣﻮﻗﻌﯿﺖ ﻣﻌﯿﻦ ﺻﻮرت ﻣﯽﭘﺬﯾﺮﻧﺪ در ﻣﻮﻗﻌﯿﺖﻫﺎي دﯾﮕﺮ ﻗﺎﺑﻞ اﺳﺘﻔﺎده ﻧﯿﺴﺘﻨﺪ.

One of the questions that has always been raised is whether knowledge or knowledge is internal, general, and transferable, or depends on the time and place in which it is constructed. The constructivists, in particular, followers of the theory of social constructivism derived from the theory Vygotsky believes in situational recognition and situational learning, and they say that knowledge and learning cannot be separated from the context or context in which they are learned. In other words, what we learn is also a social nature, both dependent on the field and tied to the particular situation in which it is learned. Every knowledge depends on the intentions and situations that were originally created for them. Given the characteristics of the learning situation, learning does not occur. Learning that takes place at a given location cannot be used in other situations.