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- 저자 : 許承姫(Huh Sung-Hee) (검색결과 1 건)
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朴東燮(Park Dong-Seop),許承姫(Huh Sung-Hee) 동북아시아문화학회 2007 동북아시아문화학회 국제학술대회 발표자료집 Vol.- No.-
Situated learning, which began to draw scholarly attention worldwide in the 1980s, is an epistemological alternative to the traditional cognitive psychology regarding learning, development, and cognition. In this paper, I aim to show through Cultural Psychological Perspective how the approach of situated learning or situated cognition has been misunderstood and distorted in Korea. To achieve the goal, I first explore the essential nature of situated learning. In this context, I introduce an epistemological perspective of situated learning; an examination of the radical nature of the approach that situated learning, as compared to the traditional cognitive psychology, took to learning, cognition and activity; and two empirical studies based on the conception of situated learning as an epistemological perspective. Second, I conceptually define Cultural Psychological Perspective as an alternative epistemological stance. Third, through the Cultural Psychological Perspective, I identified the main cause of Korean researchers" misunderstandings of situated learning: they accepted situated learning based on the very frameworks of methodological behaviorism, methodological individualism and traditional dualism that it criticizes and tries to overcome; and employed it as a meta?theory.
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