On the paradox of pedagogy the relative contribution of teachers and learners to learning /
When dealing with problems of various kinds, we frequently have to take several features of the problem into consideration simultaneously, such as time and distance in a physics problem, the color of the lips and breathing when making a diagnosis, and distance and wind when kicking a football. This...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
2007
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| Sorozat: | Iskolakultúra Online
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| Kulcsszavak: | Pedagógia, Neveléstudomány |
| Online Access: | http://misc.bibl.u-szeged.hu/45522 |
| Tartalmi kivonat: | When dealing with problems of various kinds, we frequently have to take several features of the problem into consideration simultaneously, such as time and distance in a physics problem, the color of the lips and breathing when making a diagnosis, and distance and wind when kicking a football. This study is about learning to do this with a specific kind of problem. The instructional approach that is adopted gives concrete cases that are then followed by the explicit teaching of general and formalized principles, and a comparison is drawn between two conditions. In one, the students deal with cases that vary in two respects at the same time, and in the other the students first deal with cases that vary in one respect, then with cases that vary in a second respect, and then with cases that vary in both respects at the same time. Both conditions are followed by the same explicit instructions about how to formally deal with this kind of problem. As the first condition represents an attempt to allow the learners to take more charge of their learning, whereas the second condition represents an attempt by the teacher to structure the situation to make it easier for the students to learn, this study can be seen as a specific example of the general problem of the trade-off between the learner’s own activity and the teacher’s helping hand. |
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| Terjedelem/Fizikai jellemzők: | 1-28 |