| Description |
1 online resource (v, 146 pages) |
|
text file PDF |
| Summary |
This book addresses the multiple aims/means structure in educational processes of learning. Learning happens everywhere. When dealing with learning in educational contexts, means and aims always have both a normative and an instrumental content. Furthermore, learning always actualises itself in terms of methods and targets and must be viewed from a teacher's as well as a student's perspective. The book deals with learning by using 'means' and 'aim' as metaphors and analytical categories. As a mean, learning is the description of 'something which happens in a process'. As an aim, learning is the description of a kind of expertise, which might be the result of a learning process. In order to get an analytical grip of learning as a phenomenon in teaching and within student/teacher interactions, the book conceptualises and discusses the multiple aims/means structure, which we assume characterises processes of learning that involve a teacher and a student. |
| Bibliography |
Includes bibliographical references. |
| Contents |
TABLE OF CONTENTS; 1. LEARNING BETWEEN MEANS AND AIMS; INTRODUCTION; HOW IS EDUCATION POSSIBLE AND HOW TO UNDERSTAND EDUCATION?; THE RELATIONSHIP BETWEEN TEACHING AND LEARNING; An Analysis of the Concepts Means and Aim; The Double Aim/Means Structure of Learning; REFERENCES; 2. PREREQUISITES OF LEARNING FROM VARIOUS MEANS AND AIM PERSPECTIVES; INTRODUCTION; THE CATEGORIES: THE STUDENT/CHILD, THE 'TEACHER' AND THE SHARED CONTEXT; THE CHILD/STUDENT CATEGORY; Meaningfulness as a Prerequisite for Learning; Persistence as a Prerequisite for Learning; TEACHER CATEGORY. |
|
From the Teachers' View of Learning to Reflection as a Prerequisite for Teachers' LearningTHE SHARED CONTEXT CATEGORY; Meaningful Experience as a Prerequisite for Learning; Disturbance and Interruption as Prerequisites for Learning; CONCLUSION; REFERENCES; 3. ON LEARNING (HOW) TO LEARN; INTRODUCTION; 'LEARNING TO LEARN': A PROBLEMATIC CONCEPT; THE PROBLEMATIC A PRIORI CONCEPT OF CONSCIOUS LEARNING; LEARNING HOW TO LEARN IN TERMS OF ACQUIRING AND REFINING HABITS OF LEARNING; CAPACITIES AND ABILITIES TO LEARN; THE DEVELOPMENT OF VIRTUES RELATED TO LEARNING; CONCLUSION; REFERENCES. |
|
4. PRACTICAL EMOTIONS IN THE PROCESSES OF LEARNINGINTRODUCTION; EMOTIONAL DISTORTION AND EMOTIONAL AWARENESS; EMOTIONS AS A MEANS FOR STUDENT MEANING-MAKING AND MOTIVATION; EMOTIONS AS A MEANS FOR THE TEACHER'S SENSITIVITY; CONCLUDING REMARKS; REFERENCES; 5. MOTIVATION, LEARNING, AND THE EDUCATIONAL DIALOGUE; INTRODUCTION; THE LEARNING OBJECTIVE PARADIGM AND THE RELATIONAL MODEL; HATTIE AND THE REFORMULATION OF BEHAVIORISM; THE LACK OF STUDENT INTENTIONALITY AND AGENCY IN HATTIE'S WORK; The Return of the Problems with Behaviorism; REPLACING FEEDBACK WITH THE EDUCATIONAL DIALOGUE; NOTES. |
|
AIMS OF GROUP WORK: DEEP LEARNING, COMMUNICATIVE SKILLS AND CO-WORKABILITYGROUP WORK AND PROJECT STUDIES FROM THE STUDENTS' PERSPECTIVE; CONCLUSION: MORE ATTENTIVENESS TO THE MEANS OF GROUP WORK; NOTES; REFERENCES; 8. FORMATIVE REFORMULATIONS IN INTERVENTIONS ON SCHOOL DEVELOPMENT: A Longitudinal Case Study of a Project on Student Note-Writing; INTRODUCTION; THE STUDENT NOTE PROJECT; RESEARCH INTEREST; THEORY OF CHANGE; METHODOLOGY OF INVESTIGATING CHANGE; EMERGING INSIGHT IN STUDENT NOTE-WRITING; SUMMARY OF THE PROJECT IDEAS EMERGING FROM YEAR ONE. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Learning.
|
|
Learning. |
|
Education.
|
|
Education. |
| Genre/Form |
Electronic books.
|
| Added Author |
Qvortrup, Ane, editor.
|
|
Wiberg, Merete, editor.
|
| Added Title |
Dealing with conceptualizations of learning |
| Other Form: |
Print version: Dealing with Conceptualisations of Learning. Rotterdam : SensePublishers : Imprint : SensePublishers, 2017 9789463510271 9463510273 (OCoLC)985665348 |
| ISBN |
9789463510295 |
|
946351029X |
|
9789463510271 (paperback) |
|
9463510273 (paperback) |
|
9789463510288 (hardback) |
|
9463510281 (hardback) |
| Standard No. |
10.1007/978-94-6351-029-5 |
|
