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The concept of «situation»
plays an important role in the research on teaching-and-learning.
In a specific way, it draws the attention to the fact that human
learning always takes place under concrete environmental conditions,
and that the quality of the result of human learning depends
– among other things – on the quality of the learning
environment concerned.
The high probability of this statement favours to neglect the
issue to what extent the learning environment concerned, in
the theory of teaching-and-learning, is not only an independent
variable but also, and above all, a dependent variable (depending
on learning itself). What is meant by "situation"
is not a physical fact but the result of an interpretation of
facts, that is a theoretical construct. That is true too for
the (quality) characteristics of the situation as postulated
by teaching-and-learning theory; these are in particular the
authenticity and the complexity of desirable learning environments.
The article aims at contributing to the clarification of the
concept «situated learning». |
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