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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Uoidjdd0wt","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ19Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ19Ӻ","endOffset":878°Ӻ,"quote":"A certain degree of interest and sympathy are needed in order to develop your own mental model of another person. Unfortunately, the spirit prevailing in most schools springs from the notion of “transmitting” the knowledge outlined in course programs, as though it were actually possible to funnel knowledge “as is” into the receptacle-like heads of students who are all the same. It is this misguided illusion of passive learning which prevents teachers from taking students’ thinking into account. If a teacher is preoccupied with “correct” answers, he or she is unlikely to provide students with the possibility of explaining the conceptual route which they took to solve the given problem. Yet, analysis of the process which led a student to answer in a particular way is one of the best means available towards an understanding of his or her concepts and mental operations.","highlights":Ӷ^"jQuery3210413197432160228862":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1569001239443°
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