Ethnographic studies and analysis of a recurrent theme: learning by doing.

Autor/in	Borgnakke, Karen
Titel	Ethnographic studies and analysis of a recurrent theme: learning by doing.
Quelle	In: European educational research journal, 3 (2004) 3, S. 539-565Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2004.3.3.2
Schlagwörter	Empirische Untersuchung; Informelles Lernen; Lernen; Lernprozess; Praktisches Lernen; Wissenserwerb; Handlungsorientierung; Projektorientiertes Lernen; Ingenieurwissenschaft; Teilnahme; Hochschulunterricht; Betriebswirtschaftslehre; Arbeitsorganisation; Effektivität; Praxis; Praxisbezug; Student; Dänemark
Abstract	The present learning discourse and terms such as 'learning in practice', 'situated learning', 'project and problem based learning' are like variations on a recurrent theme: learning by doing - the striking maxims of progressivism. The newest reforms confirm that the maxim is still alive as a standpoint with consequences for institutional and educational development. The article follows the tracks by analysing significant variations, project work and practice learning, firstly by analysing the practical variations seen from an organisational perspective, and secondly, by analysing a case of business-practice oriented project work seen from the learner's perspective. The analysis shows how the teachers and learners in practice are doing learning. The analyses also show how the learners in action and in words provide the practical confirmation: one learns by doing. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/2