دانلود کتاب School Didactics And Learning: A School Didactic Model Framing An Analysis Of Pedagogical Implications Of learning theory

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Book Cover......Page 1
Title......Page 2
Dedication......Page 3
Copyright......Page 4
Contents......Page 5
Acknowledgements......Page 8
I TOWARDS A MODEL OF SCHOOL DIDACTICS......Page 11
BACKGROUND AND AIM......Page 12
THE PROBLEMS......Page 13
The Second Problem......Page 14
THE APPROACH......Page 15
The Structure of the Study......Page 17
NOTES......Page 18
ON TEACHING......Page 19
Instruction and Teaching......Page 21
EDUCATIONAL THEORY AND PEDAGOGICAL PRACTICE......Page 22
Educational Theory and Teacher Education......Page 23
QUESTIONS TO BE POSED WITHIN A THEORY OF DIDACTICS......Page 24
Normativity and Prescriptivity as Problems......Page 25
Themes to be Acknowledged by Didactic Theory......Page 26
The Teaching-Studying-Learning Process as a Cultural Phenomenon......Page 27
Conclusion......Page 28
THE PROCESS AND RESULT OF LEARNING......Page 29
Experience and Learning......Page 30
ON TEACHING, STUDYING AND LEARNING......Page 34
THE RELATION BETWEEN STUDYING AND LEARNING......Page 35
THE RELATION BETWEEN TEACHING AND STUDYING......Page 37
The Learner’s Intentions......Page 38
THE SOCIO-CULTURAL SITUATION......Page 39
DIDACTICS AS THE SCIENCE OF THE TEACHING-STUDYING-LEARNING PROCESS......Page 40
THE CONCEPT OF DIDACTICS......Page 41
The Continental v. the Anglo-American Approach to Research on Teaching......Page 42
DIDACTICS AS THEORY AND DOCTRINE......Page 44
Education and Individual Growth—Erziehung and Bildung......Page 45
Different Types of Value-relatedness......Page 46
DIDACTICS AND LEARNING THEORY......Page 47
CONCLUSION......Page 49
NOTES......Page 50
Pedagogical Intentionality......Page 51
Levels of Pedagogical Activity......Page 52
A SCHOOL DIDACTIC MODEL......Page 54
Choice of Goals......Page 57
Choice of Content......Page 58
Choice of Instructional Methods and Working Methods......Page 59
CONCLUSION......Page 61
THE INTERACTIVE TEACHING-STUDYING-LEARNING PROCESS......Page 62
The Student’s Intentional Activity......Page 63
Perspectives on Pedagogical Interaction......Page 64
EVALUATION......Page 66
CONTEXTS......Page 67
General Didactics......Page 70
Theory of Instruction?......Page 71
School Pedagogics?......Page 72
School Didactics......Page 73
A MODEL OR A THEORY OF SCHOOL DIDACTICS?......Page 75
ERUDITION-CENTRED THEORY OF DIDACTICS......Page 76
THE BERLIN MODEL......Page 83
A DESCRIPTIVE MODEL A NORMATIVE MODEL, OR BOTH?......Page 87
Open and Closed Normative Models......Page 88
Two Value-dimensions of Didactics......Page 89
The Role of Didactic Theory in Teachers’ Pedagogical Reflection......Page 91
NOTES......Page 92
II SCHOOL DIDACTICS AND PEDAGOGICAL IMPLICATIONS OF LEARNING THEORY......Page 96
THE SCHOOL DIDACTIC MODEL AND THEORY OF LEARNING......Page 97
Pedagogical Decisions and Learning......Page 98
EPISTEMOLOGICAL AND ONTOLOGICAL INQUIRIES AS THE INSTRUMENTS OF ANALYSIS......Page 100
The Ontological Problem......Page 101
Understanding the Process and the Result of Learning in Terms of the Epistemological Problem......Page 102
Pedagogical Relevance......Page 103
The Design of the Study......Page 104
INTRODUCTION......Page 107
THE COGNITIVIST APPROACH......Page 108
From Behaviourism to Cognitive Science......Page 109
Cognitivism and Cognitive Science......Page 111
Computationalism as a Cognitivist Approach......Page 113
Theories on Different Levels......Page 114
COGNITIVISM AND THE THEORY OF LEARNING......Page 115
Brief Overview of Cognitivist Approaches to Learning......Page 119
Learning as Restructuring......Page 121
The Learning Paradox......Page 124
NOTES......Page 125
Learning as Receiving and Manipulating Information......Page 126
Information......Page 127
THE RESULT OF LEARNING......Page 128
How is Information Represented?......Page 130
The Learning Paradox and Representational Epistemology......Page 131
COGNITIVISM AND REPRESENTATIONAL EPISTEMOLOGY......Page 132
The Real Object—the Experienced Object or the Object in the World?......Page 133
The Kantian Impact......Page 134
Helmholtz......Page 135
THE PROCESS OF LEARNING......Page 136
The Level of Representation......Page 137
Learning as Problem Solving......Page 138
Different Ways in Which Information is Represented......Page 139
How is the Result of Learning Stored in the Memory?......Page 140
Property Dualism......Page 141
Functionalism......Page 142
SUMMARY......Page 143
Learning in the Light of the Epistemological Problem......Page 144
Learning in the Light of the Ontological Problem......Page 145
A Comment Concerning the Approach......Page 147
m Teaching .........Page 148
TEACHING AND THE LEARNING PROCESS......Page 151
Cognitive Conflicts—Anomalies on the Individual Level......Page 152
Previous Knowledge and Freedom in Interpretation......Page 153
Modelling Expected Competence......Page 154
The Learner as a Scientist......Page 155
The Social Dimension of Knowledge and the Learner as Scientist......Page 156
Conclusion......Page 157
Evaluation—How the Logical Structure of a Discipline is Represented Mentally......Page 158
On Using Behavioural Data in the Evaluation of Students’ Cognitive Structures......Page 159
Learning Strategies as Explaining Differences in Learning......Page 162
Evaluation Affecting the Use of Strategies......Page 164
Metacognition—A Method of Learning Learning Strategies......Page 165
Content Independent and Content Dependent Strategies......Page 166
Is Awareness of the Learning Process Possible?......Page 167
The Nature of Memory and Teaching......Page 170
The Format of Information and Teaching......Page 171
Information about the Goal State......Page 172
NOTES......Page 173
III DISCUSSION......Page 174
THE SCHOOL DIDACTIC MODEL AND THE PEDAGOGICAL IMPLICATIONS ARRIVED AT......Page 175
The Cognitivist View of Learning......Page 176
TEACHING AS INTENTIONAL ACTIVITY AND TEACHING AS SUCCESS......Page 177
Intentionality as Purposiveness......Page 178
REFLECTIVE PEDAGOGICAL PRACTICE AND THEORY OF DIDACTICS......Page 181
The School Didactic Model as a Thought Model......Page 182
A MODEL OF TEACHERS’ PEDAGOGICAL REFLECTION AND DIDACTIC THEORY......Page 183
CONCLUSION......Page 186
References......Page 187
Author Index......Page 203
Subject Index......Page 208