A fogalmi fejlődés kutatási eredményeinek hasznosítása az oktatás fejlesztésében
The transformation of social expectations toward schooling, the change in the understanding of knowledge, the emergence of developmental tasks focusing on key competencies in curricula all call for a renewal in education, regarding approach, contents and methods alike. This paper provides theoretica...
Elmentve itt :
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| Dokumentumtípus: | Könyv része |
| Megjelent: |
JATEPress
Szeged
2008
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| Sorozat: | Bölcsészműhely
Bölcsészműhely, 2007 |
| Kulcsszavak: | Oktatási módszer |
| Tárgyszavak: | |
| Online Access: | http://acta.bibl.u-szeged.hu/75718 |
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| 245 | 1 | 2 | |a A fogalmi fejlődés kutatási eredményeinek hasznosítása az oktatás fejlesztésében |h [elektronikus dokumentum] / |c Korom Erzsébet |
| 260 | |a JATEPress |b Szeged |c 2008 | ||
| 300 | |a 69-79 | ||
| 490 | 0 | |a Bölcsészműhely | |
| 490 | 0 | |a Bölcsészműhely, 2007 | |
| 520 | 3 | |a The transformation of social expectations toward schooling, the change in the understanding of knowledge, the emergence of developmental tasks focusing on key competencies in curricula all call for a renewal in education, regarding approach, contents and methods alike. This paper provides theoretical background for the development of instructional methods that target effective, meaningful learning by reviewing current research on conceptual development and conceptual change. The discussion of the process of knowledge construction is based on a constructivist approach of knowledge acquisition and on the achievements of cognitive psychology regarding knowledge representation and the organisation of propositional knowledge. Findings from Hungarian and international empirical research are reviewed to show the comprehension problems children encounter when trying to connect their nad've, experiential knowledge, based on their everyday experiences, to scientific knowledge presented to them in school. Reasons are given why there are misconceptions, knowledge elements which differ from accepted scientific explanations present rather permanently in the conceptual system of students. The domain-specific and age-related characteristics of conceptual development and conceptual change are also highlighted. Research on conceptual development complements the classic methods of teaching concepts in several respects. It emphasises the role of the active engagement, the cognitive efforts and the previous knowledge of the student in the learning process, and it provides a foundation for the development of instructional methods that promote conceptual change. The emergence of a well-organised and well-comprehended body of knowledge is facilitated if, in the teaching process, students' beliefs and presuppositions about the physical and social environment as well as their epistennic strategies are identified, and they are acquainted with methods used in scientific inquiry (research and thinking) and paradigms in the history of science. A learning environment based on student involvement, interaction with peers, experimenting and problem solving contributes significantly to the development of metacognitive strategies which aid knowledge acquisition as well as to the development of students' mastery motivation. | |
| 650 | 4 | |a Társadalomtudományok | |
| 650 | 4 | |a Oktatástudomány | |
| 695 | |a Oktatási módszer | ||
| 856 | 4 | 0 | |u http://acta.bibl.u-szeged.hu/75718/1/bolcseszmuhely_2007_069-079.pdf |z Dokumentum-elérés |