Masciotra D., Medzo F. & Jonnaert P. (2010) Vers une approche située en éducation: Réflexions, pratiques, recherches et standards [Toward a Situations-based Approach in Education: Reflections, Practices, Research and Standards]. ACFAS, Montreal.
Masciotra D., Medzo F. & Jonnaert P.
(
2010)
Vers une approche située en éducation: Réflexions, pratiques, recherches et standards [Toward a Situations-based Approach in Education: Reflections, Practices, Research and Standards].
ACFAS, Montreal.
A situated or situations-based approach is becoming increasingly adopted by education reforms as either a continuation of or an alternative to the competency-based approach. In fact, recent curriculum reforms have begun to organize the content of their programs of study around classes of situations. While proponents of the competency-based approach generally view competency as the mastery of decontextualized knowledge, advocates of a situations-based approach define it in terms of the mastery of situations. In this latter perspective, the acquisition of competency and knowledge is contextualized, that is, it develops by acting in situation. The situations-based approach is grounded in different theoretical orientations, such as the communicative approach (in language teaching), the problem-based approach, constructivism, socioconstructivism, situated action, situated cognition, distributed cognition and enaction. In short, the book explores a wide range of practices and research associated with the situations-based approach.