논문 : 초등 사회과 역사교육과 상황인지이론 = The History Education in the Subject of Elementary Social Studies and Situated Cognitive Theory

다국어 초록 (Multilingual Abstract)

The Theory of Situated Cognition has been a philosophical or theoretical background of the postmodern society and constructivism. Unlike the traditional cognitive psychology, this theory has been understood as a pedagogical theory that highly considers the constructive nature of learning. The situated cognition theory based learning, therefore, focuses on relatedness of learners` active nature and situations or contexts surrounding them, which has given suggestions to other subjects` lesson planning and instructional methods. For situated learning at school, the situations in the classroom, a place where real teaching and learning occurs, is very important. The classroom for school education should be formed as an academic community of exploration like a cognitive discipline system or an action community that legally participates in nearby society. Classroom should allow students` legitimate participation, and students as community members should be able to perform an academic exploration. This helps knowledge transfer. Classroom should equip with a variety of materials in abundance for students to perform historical explorations. This is for completion of the learning environment. Next, learning activities should be done with tasks of a real and intellectual sort. This is to induce the activeness of the learners. Completeness of the learning environment and active ness of the learners constitute a situation or context enabling the construction of knowledge. Without these, activities for reconstruction or recreation of history through exploration are not possible in the classroom. Without these, discussional characteristics cannot be fostered, which accounts for the reason why communication and discussion are important in academic exploration communities. Finally, making a class situational requires teachers lots of time and energy, and therefore it is legitimate to claim that teachers training programs need to be reconsidered in terms of the cognitive nature of teaching.