School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory

Document Outline

• Book Cover
• Title
• Dedication
• Copyright
• Contents
• Acknowledgements
• I TOWARDS A MODEL OF SCHOOL DIDACTICS
  • 1 Introduction
    • BACKGROUND AND AIM
    • THE PROBLEMS
      • The First Problem
      • The Second Problem
    • THE APPROACH
      • The Structure of the Study
    • NOTES
  • 2 Didactics and the Teaching-Studying-Learning Process
    • INTRODUCTION
    • ON TEACHING
      • Instruction and Teaching
    • EDUCATIONAL THEORY AND PEDAGOGICAL PRACTICE
      • Educational Theory and Teacher Education
      • Educational Theory and the Practitioner’s Reflection
    • QUESTIONS TO BE POSED WITHIN A THEORY OF DIDACTICS
      • Normativity and Prescriptivity as Problems
      • Themes to be Acknowledged by Didactic Theory
      • Intentionality
      • The Interaction of Two Intentional Subjects
      • The Teaching-Studying-Learning Process as a Cultural Phenomenon
      • The Content
      • Methods
      • Conclusion
    • ON LEARNING
    • THE PROCESS AND RESULT OF LEARNING
    • MATURATION, EXPERIENCE AND LEARNING
      • Experience and Learning
    • CONCLUSION
    • ON TEACHING, STUDYING AND LEARNING
    • THE RELATION BETWEEN STUDYING AND LEARNING
    • THE RELATION BETWEEN TEACHING AND STUDYING
      • The Learner’s Intentions
    • THE SOCIO-CULTURAL SITUATION
    • CONCLUSION
    • DIDACTICS AS THE SCIENCE OF THE TEACHING-STUDYING-LEARNING PROCESS
    • THE CONCEPT OF DIDACTICS
      • The Continental v. the Anglo-American Approach to Research on Teaching
    • DIDACTICS AS THEORY AND DOCTRINE
    • DIDACTICS, INSTRUCTION AND EDUCATION
      • Education and Individual Growth—Erziehung and Bildung
      • Different Types of Value-relatedness
    • DIDACTICS AND LEARNING THEORY
    • CONCLUSION
    • NOTES
  •  3 A Model of School Didactics
    • FORMS, LEVELS AND CONTEXTS OF PEDAGOGICAL ACTIVITY
      • Pedagogical Intentionality
      • Levels of Pedagogical Activity
    • A SCHOOL DIDACTIC MODEL
    • PLANNING—A NETWORK OF PEDAGOGICAL INTENTIONS
      • Choice of Goals
      • Choice of Content
      • Choice of Instructional Methods and Working Methods
      • Form of Representation
    • CONCLUSION
    • THE INTERACTIVE TEACHING-STUDYING-LEARNING PROCESS
      • The Student’s Intentional Activity
      • Perspectives on Pedagogical Interaction
    • EVALUATION
    • CONTEXTS
    • WHY SCHOOL DIDACTICS?
      • General Didactics
      • Instructional Science?
      • Theory of Instruction?
      • School Pedagogics?
      • School Didactics
    • A MODEL OR A THEORY OF SCHOOL DIDACTICS?
    • COMPARISON OF THE SCHOOL DIDACTIC MODEL AND SOME GERMAN APPROACHES
    • ERUDITION-CENTRED THEORY OF DIDACTICS
    • THE BERLIN MODEL
    • A DESCRIPTIVE MODEL A NORMATIVE MODEL, OR BOTH?
    • TWO WAYS OF UNDERSTANDING VALUE-RELATEDNESS IN DIDACTICS
      • Open and Closed Normative Models
      • Two Value-dimensions of Didactics
      • The Role of Didactic Theory in Teachers’ Pedagogical Reflection
    • NOTES
• II SCHOOL DIDACTICS AND PEDAGOGICAL IMPLICATIONS OF LEARNING THEORY
  •  4 Analysing Learning Theory—Its Aim and Design
    • INTRODUCTION
    • THE SCHOOL DIDACTIC MODEL AND THEORY OF LEARNING
      • Pedagogical Decisions and Learning
    • EPISTEMOLOGICAL AND ONTOLOGICAL INQUIRIES AS THE INSTRUMENTS OF ANALYSIS
      • The Epistemological Problem
      • The Ontological Problem
      • Philosophy of Mind and Learning
      • Understanding the Process and the Result of Learning in Terms of the Epistemological Problem
      • The Process of Learning in Terms of the Epistemological Problem
      • The Result of Learning in Terms of the Epistemological Problem
      • Pedagogical Relevance
      • Understanding the Process and Result of Learning in Terms of the Ontological Problem
      • The Process of Learning as an Ontological Problem
      • The Result of Learning as an Ontological Problem
      • Pedagogical Relevance
      • The Design of the Study
  •  5 The Object of Analysis—Cognitivist Learning Theory
    • INTRODUCTION
    • THE COGNITIVIST APPROACH
      • From Behaviourism to Cognitive Science
      • Cognitivism and Cognitive Science
      • Computationalism as a Cognitivist Approach
      • Theories on Different Levels
      • Cognitivism and the Level of Analysis in this Study
    • COGNITIVISM AND THE THEORY OF LEARNING
      • Brief Overview of Cognitivist Approaches to Learning
      • Learning as Restructuring
      • The Learning Paradox
      • Conclusion
    • NOTES
  • 6 Gognitivism—Causal Theory of Perception, Representational Epistemology and Ontological Dualism 
    • THE EPISTEMOLOGICAL MIND-WORLD PROBLEM
    • THE PROCESS OF LEARNING
      • Learning as Receiving and Manipulating Information
      • Information
    • THE RESULT OF LEARNING
      • How is Information Represented?
      • The Learning Paradox and Representational Epistemology
      • Conclusion
    • COGNITIVISM AND REPRESENTATIONAL EPISTEMOLOGY
      • The Real Object—the Experienced Object or the Object in the World?
      • The Kantian Impact
      • Helmholtz
      • The Role of the Cognitive Mechanism
    • THE ONTOLOGICAL MIND-BRAIN PROBLEM
      • Introduction
    • THE PROCESS OF LEARNING
      • The Level of Representation
      • The Capacity of the Memory
      • Learning as Problem Solving
      • The Role of Previous Knowledge in Problem Solving
    • THE RESULT OF LEARNING
      • Different Ways in Which Information is Represented
      • How is the Result of Learning Stored in the Memory?
      • Type of Knowledge
      • Nativism
    • THE ONTOLOGICAL POSITION OF COGNITIVISM-PROPERTY DUALISM AND FUNCTIONALISM
      • Property Dualism
      • Functionalism
      • Mind-Physical Instance Dualism
    • SUMMARY
      • Learning in the Light of the Epistemological Problem
      • Learning in the Light of the Ontological Problem
  •  7 Pedagogical Implications of Cognitivist Learning Theory
    • INTRODUCTION
      • One Method—Many Learning Theories
      • A Comment Concerning the Approach
      • m Teaching ...
    • TEACHING AND THE EPISTEMOLOGICAL MIND-WORLD PROBLEM
    • TEACHING AND THE LEARNING PROCESS
      • Teaching—Facilitating the Construction of a Goal-model
      • The Explication of the Students’ Initial Model
      • Teaching by Helping the Learner to Reflect on Their Own Model
      • Cognitive Conflicts—Anomalies on the Individual Level
      • The Goal-model or the Student’s Model as a Starting Point?
      • Previous Knowledge and Freedom in Interpretation
      • Teaching by Choosing and Providing Relevant Information
      • Modelling Expected Competence
      • To Track the Development of Conceptual Change
      • The Learner as a Scientist
      • The Social Dimension of Knowledge and the Learner as Scientist
      • Conclusion
    • TEACHING AND THE LEARNING RESULT
      • Evaluation—How the Logical Structure of a Discipline is Represented Mentally
      • On Using Behavioural Data in the Evaluation of Students’ Cognitive Structures
    • TEACHING AND THE ONTOLOGICAL MIND-BRAIN PROBLEM
    • TEACHING AND THE LEARNING PROCESS
      • Learning Strategies as Explaining Differences in Learning
      • On the Teaching of Strategies
      • Evaluation Affecting the Use of Strategies
      • Metacognition—A Method of Learning Learning Strategies
      • Content Independent and Content Dependent Strategies
      • What Learning Strategies are Effective in Learning Learning Strategies?
      • Is Awareness of the Learning Process Possible?
    • TEACHING AND THE LEARNING RESULT
      • The Level of Description and Teaching
      • The Nature of Memory and Teaching
      • The Format of Information and Teaching
      • Parameters Influencing Learning
      • Information about the Goal State
    • NOTES
• III DISCUSSION
  •  8 Closing Thoughts and Perspectives
    • INTRODUCTION
    • THE SCHOOL DIDACTIC MODEL AND THE PEDAGOGICAL IMPLICATIONS ARRIVED AT
      • The Cognitivist View of Learning
    • TEACHING AS INTENTIONAL ACTIVITY AND TEACHING AS SUCCESS
    • TEACHERS’ INTENTIONS, THE CURRICULUM AND STUDENTS’ INTERESTS
      • Intentionality as Purposiveness
    • REFLECTIVE PEDAGOGICAL PRACTICE AND THEORY OF DIDACTICS
      • The School Didactic Model as a Thought Model
    • A MODEL OF TEACHERS’ PEDAGOGICAL REFLECTION AND DIDACTIC THEORY
    • CONCLUSION
• References
• Author Index
• Subject Index