A Pedagogical Strategy for Teaching Human Development: Dyadic Essay Confrontations through Writing and Discussion.

Autor/in	Sherman, Lawrence W.
Titel	A Pedagogical Strategy for Teaching Human Development: Dyadic Essay Confrontations through Writing and Discussion.
Quelle	(1988), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Cognitive Processes; Conflict; Educational Strategies; Higher Education; Models; Postmodernism; Psychology; Social Development; Teaching Methods; Writing Processes; Writing Research + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Konflikt; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Postmoderne; Psychologie; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibforschung
Abstract	This paper integrates several contemporary issues, all of which focus on the teaching of human developmental theories. These issues include postmodern thought, higher level thinking processes, introducting conceptual conflict and arousal, motivation, and integrating the writing process into the psychology curriculum. Each issue is briefly discussed and then a pedagogy designed to integrate it into a strategy for teaching a human development theories class is presented. The paper includes a study that used adaptation and application of relativistic and constructionist viewpoints to introduce conceptual conflict into the teaching of these classes. Subjects of the study were graduate education majors working on Master's and Specialist's degrees in Teacher Education, Home Economics, or School Psychology. The strategy employed by the student-subjects describes a solution using the medium of writing, not only the traditional answers to essay questions, but also the writing of the very questions themselves. The paper discusses an additional concern, which has been to challenge and foster high level cognitive processes by encouraging the integration, synthesis, evaluation, and analysis of knowledge. (One figure and one table are included, and 36 references are appended.) (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01