Instructional Plans and Situated Learning: The Challenge of Suchman’s Theory of Situated Action for Instructional Designers and Instructional Systems
Instructional Plans and Situated Learning: The Challenge of Suchman’s Theory of Situated Action for Instructional Designers and Instructional Systems
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教学计划和情境学习：苏克曼情境行动理论对教学设计者和教学系统的挑战
DOI：
10.1080/23796529.1989.11674442
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发表时间：
1989
影响因子：
--
通讯作者：
M. Streibel
中科院分区：
文献类型：
--
作者：
M. Streibel
关于计划和行动的想法以及这些想法对教学系统的设计和使用的影响。本文最后将简要讨论约翰·西利·布朗 (John Seely Brown) 对苏奇曼 (Suchman) 思想的扩展，以及为那些希望对情境学习认识论保持敏感的教学设计者提供的一套一般性建议。 计划和教学系统 认知科学是教育心理学中的一个新兴专业，它融合了信息处理理论的思想与计算机科学和人工智能的学科知识。认知科学家对世界做出了许多假设，以便在库胡安术语意义上进行“自然科学”（Kuhn. 1970）。例如。认知科学家将心灵视为“既不是实体的，也不是非实体的。而是一种可以在任何数量的可能的物理基础上实现的抽象结构”（Suchman，1987。第8页）。进一步说。认知的
Ideas about plans and sHuated actions as well as the impllcalions of these ideas for the design and use of instructional systems. The essay will end with a brief diScussion of John Seely Brown's extensIon of Suchman's ideas and a general set of recommendations for instructional designers who want to remain sensitive to the epistemology of situated learning.Plans and Instructional Systems Cognitive science is an emerging specialty withln educational psychology that merges Ideas from infonnatton processing theory with dlsciplinruy knowledge from computer science and artificial intelligence. Cognitive scientiSts make a number of assumptions about the world in order to conduct" nannal science" in the Kuhruan sense of the tenn (Kuhn. 1970). For example. cognitive SCientists treat mind as" neither substanUal nor insubstantial. but as an abstractable structure implementable in any number of possible phySical substrates"(Suchman, 1987. p. 8). Furthennore. cognitive