Situated Cognition

Position recognition is the concept of "learning knowledge and skills in the context, reflecting how they are used in real life" (Brown, Collins, & Duguid, 1989). As a close apprentice of cognitive apprentices and constructivism, this concept encourages educators to create an environment that, if possible, imitates the actual use of their teachings. The context of recognition and learning is thought to be a historically independent entity, but they are now considered not to be separated from anthers.

In the latter part of the 20th century, situation recognition became the theory, and the current research mainly concerned the transfer of context and formal knowledge. Bredo (1994) explains context recognition as "shifting focus from individuals in the environment to individuals and the environment." In other words, the recognition of individuals should be considered to be closely related to the context of social interaction and cultural construction. Learning from this point of view is known, indivisible, applicable and complete.

Cognition is closely related to empirical learning. However, social interaction and social relations are the main places of social cognitive learning requirements, and the two theories are summarized. The importance of social interaction in the story of Watanabe's (2000) "dialogue with the dead" suggests that the type of learning experienced by the hero is in the context of contextual recognition. Empirical learning, one of the most prominent theories of adult education, solves how adults create meanings and learn from experience (Zepke & Leach, 2002). There are five main ideas of empirical learning theory schools. The first is a constructivist model that learners participate in the process of reflection and deepen their understanding of new knowledge (Merriam et al., 2007). The situation model assumes that learning will be performed when learners participate in activities such as learning at the workplace (Merriam et al., 2007).