Practicality Studies: How to Move from What Works in Principle to What Works in Practice

Autor/inn/en	Janssen, Fred; Westbroek, Hanna; Doyle, Walter
Titel	Practicality Studies: How to Move from What Works in Principle to What Works in Practice
Quelle	In: Journal of the Learning Sciences, 24 (2015) 1, S.176-186 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2014.954751
Schlagwörter	Educational Practices; Best Practices; Educational Principles; Praxis; Theory Practice Relationship; Heuristics; Instructional Design; Instructional Innovation; Educational Theories; Educational Strategies; Educational Change; Change Strategies; Teaching Methods; Reader Response; Curriculum Implementation + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsprinzip; Theorie-Praxis-Beziehung; Heuristik; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Lehrstrategie; Bildungsreform; Lösungsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Leserbrief
Abstract	In his article "Principled Practical Knowledge: Not a Bridge but a Ladder," Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)--"principled know-how and know-why"--to fulfill this practical generative role. We argue and illustrate in this commentary that PPK as portrayed by Bereiter does not offer much practical guidance for 2 potential users: professional designers and teachers. For professional designers PPK should be further specified in order to fulfill its generative role. But even this enriched form of PPK still does not suffice to address the challenging issues of practicality teachers face. We explain the magnitude and dimensions that underlie practicality in the everyday work of teachers and suggest how recent work on fast and frugal heuristics can contribute to helping teachers to make instructional innovations practical. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01