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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"W1jcsj00q1","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ32Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ32Ӻ","endOffset":1200°Ӻ,"quote":"Thom’s (1973) notion of extracting conscious structures from unconscious activity is for us closely linked to Piaget’s notion of accommodation, a notion which, unfortunately, is not as simple as many Piaget interpreters seem to believe. Thus, we frequently read textbook definitions that are essentially similar to the following: “While assimilation involved changing incoming information, accommodation involves changing the structures used to assimilate information” (Brainerd, 1978; p. 24). To anyone who reads the Genevan literature in the original language, this would at once be suspect because Piaget does not use the term “information. ” But let us focus on accommodation. One of the most important aspects of a viable model of the learner would be an indication of at least some of the ways in which a learner’s conceptual structures are superseded by structures that seem more adequate from the teacher’s point of view. Such modification or increase in an individual’s conceptual repertoire is indeed what Piaget called accommodation; yet, in his constructivist theory, change or growth does not take place in response to external “information” but in response to an internal perturbation.","highlights":Ӷ^"jQuery321054503532549951172":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560417419576°
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