Assumption of Cognitive Goals in Science Learning [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2021) (4th, Šiauliai, Lithuania, Jun 21-22, 2021).

Autor/in	Calalb, Mihail
Titel	Assumption of Cognitive Goals in Science Learning [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2021) (4th, Šiauliai, Lithuania, Jun 21-22, 2021).
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Calalb, Mihail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Education; Goal Orientation; Learning Processes; Correlation; Teaching Methods; Teacher Student Relationship; Student Motivation; Metacognition; Inquiry; Active Learning; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aktives Lernen; Concept learning; Begriffsbildung
Abstract	A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student's personal learning effort, b) student-teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students' deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor -- 113%); ability to reveal similarities and patterns (impact factor -- 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher--student harmonic oscillator when both things -- guidance from teacher and student's effort -- are equally important. [For the full proceedings, see ED620289.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01