Literaturnachweis - Detailanzeige
| Autor/inn/en | Lijnse, Piet; Klaassen, Kees |
|---|---|
| Titel | Didactical Structures as an Outcome of Research on Teaching-Learning Sequences? Special Issue |
| Quelle | In: International Journal of Science Education, 26 (2004) 5, S.537-554 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Teaching Methods; Learning Processes; Foreign Countries; Science Instruction; Physics; Educational Research |
| Abstract | This paper describes 'didactical structures' as a possible outcome of research on teaching-learning sequences. Starting from an explicit didactical perspective, in this case a so-called problem-posing approach, the research emphasis lies on the didactical quality with which this particular perspective can be put into classroom practice in the teaching and learning of a certain topic. This is done by a process of developmental research, in which a research scenario, as a detailed prediction and theoretical justification of the hypothesized teaching/learning process, plays a crucial role. Three empirically supported resulting didactical structures are described, developed for the solution of different content dependent didactical problems. By reflection on these structures, more general structures and features are abstracted that enable transfer of the outcomes to the didactics of other topics. Finally, it is discussed what these results can offer to the development of a more general didactical theory. (Author). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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