Literaturnachweis - Detailanzeige
| Autor/inn/en | Stevens, Reed; Wineburg, Sam; Herrenkohl, Leslie R. |
|---|---|
| Titel | Comparative understanding of school subjects: past, present, and future. |
| Quelle | In: Review of educational research, 75 (2005) 2, S. 125-157Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| Schlagwörter | Forschungsplanung; Kognitive Entwicklung; Lernpsychologie; Transfer; Fachunterricht; Lernen; Schüler; Unterricht; Lernpsychologie; Transfer; Kognitive Entwicklung; Fächerübergreifender Unterricht; Forschungsplanung; Lernforschung; Schüler; Lernen; Lernforschung; Lernprozess; Unterricht; Fächerübergreifender Unterricht; Fachunterricht; Forschungsstand |
| Abstract | Research has elevated the proposition of knowledge's domain specificity from a working hypothesis to a de facto truth. The assumption of domain specificity structures handbooks, organizes branches of funding agencies, and provides headings for conference proceedings. Leading researchers often focus on a single slice of the school day despite the possibility that such segments swirl into a blur for children. The authors examine the domain-specific landscape, beginning with the recent past, when domain generality, not domain specificity, reigned supreme. They then examine the transition to domain-specific approaches. Next, they offer an alternative to both positions, a stance they call the comparative understanding of school subjects. A comparative understanding trains attention on how the same children understand multiple subjects in the curriculum. The authors argue that this approach represents a promising path for conceptualizing research on children, schooling, and thinking by raising new questions about children's understandings. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/5 |
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