理論在運動教育文獻中之應用─以情境學習理論為例

The application of theories in sport pedagogy literature: An example of situated learning theory

本研究旨在檢驗情境學習理論的哪些概念、在何種研究中、在什麼樣的情境下、由於何種原因以及以什麼樣的方式而在當代運動教育文獻中被使用。這個研究發展了一個編碼結構並應用內容分析去將研究文獻進行歸類。進行分析的文獻標的為2001年至2013年發表於《體育教學期刊》中的20篇研究文獻，其原因在於這些研究皆或多或少述及了Lave與Wenger (1991) 所提出的情境學習理論。在這個期間範圍，Lave與Wenger的概念共被使用了35次，其中16篇研究文獻僅在文中提及一次情境學習理論。在不同的研究範疇中，實踐與學習者社群是最常被引用或引述的概念，且這個概念會以直接或間接的方式被參照。大部分的研究是在談到以社會建構的觀點來理解真實生活中的學習本質時，才會引入情境學習理論。而且，大多數的作者堅持以採納而非調適的立場參酌情境學習理論，除了Iserbyt, Madou, Vergauwen, 與Behets (2011) 所發表的研究論文，他們在文中表達了對社群學習者間為獲得動作技能而營造出不對稱關係的功能的懷疑。本研究發現情境學習理論會以多元的方式且在多樣的情境下，經常地在運動教育研究中獲得使用，此外本研究更進一步討論情境性的理論使用原則，用以強化未來研究中理論使用的方法論立基，不管這些未來研究屬不屬於運動教育領域。

The purpose of this study was to examine which concepts of, the types of research domain and context in which, for what reason, and how situated learning theory (SLT) has been applied in contemporary sport pedagogy literature. A coding scheme was developed and applied in the content analysis for categorizing 20 studies published in the Journal of Teaching in Physical Education from October 2001 to April 2013 that referenced SLT, which was proposed by Lave and Wenger (1991). In these studies, Lave and Wenger’s concepts were applied 35 times, but 16 studies mentioned SLT only once. In various domains of research, “community of practice and learners” was the most frequently cited or quoted concept and was referenced directly or indirectly. In most studies, SLT was applied when a study addressed the nature of learning in real life from the perspective of social constructivists. Moreover, SLT was referenced in recent studies mainly when authors insisted on the position of adoption rather than accommodation, except the study conducted by Iserbyt, Madou, Vergauwen, and Behets (2011), which expressed doubt about the function of asymmetrical relationships in motor skill acquisition among learners in communities. We found that SLT was frequently applied in sport pedagogy studies in numerous ways and in diverse situations. Furthermore, we discussed the principles of situated theory application, strengthening the methodological foundation of theory application in future studies both within and outside the field of sport pedagogy.