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| Autor/in | Rapaport, David |
|---|---|
| Titel | Julius Deetken--Pioneer Druggist: An Application of the Enrichment Cluster Model to a History Classroom |
| Quelle | In: Gifted Child Today, 28 (2005) 1, S.50-63 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1076-2175 |
| Schlagwörter | History Instruction; Academic Standards; Classroom Techniques; Educational Technology; Student Projects; Student Research; Enrichment Activities; Student Interests; Instructional Design; Middle School Students |
| Abstract | Edward Thorndike may be counted on to say in few words what amounts to a highly complex idea. He once said that, with learning as with any activity, ability must be supplemented by interest or desire. "If we wish to learn a certain thing, we must arouse adequate interest... we must transmute this general wish into an interest that will carry us to and through the detailed activities necessary" (Thorndike, 1935, p. 85). His straightforward conclusion was that, in planning any educational endeavor, it is important to account for the level of student interest. "It is important know whether the student has it, how strongly he has it, and when and how he has it" (p. 85). A project in a San Jose, California, middle school was imbued with Thorndike's principles, placing them at the forefront of key decisions affecting instructional design. These decisions involved how to create a structure that enables students to learn the skills necessary to carry out many subprocesses requiring prerequisite knowledge and, at the same time, includes an absolutely authentic experience with real-world consequences. (Author). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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