Difference between revisions of "Annotation:Text:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/I3p9xugubc"
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|AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | |AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | ||
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Latest revision as of 10:08, 20 September 2019
| Annotation of | Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position |
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| Annotation Comment | |
| Last Modification Date | 2019-09-20T11:08:49.505Z |
| Last Modification User | User:Sarah Oberbichler |
| Annotation Metadata | ^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"I3p9xugubc","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ45Ӻ","endOffset":714°Ӻ,"quote":"To return to education, the constructivist teacher will not be primarily interested in observable results, but rather in what students think they are doing and why they believe that their way of operating will lead to the solution of the problem at hand. The rationale of this shift of focus is simple: if one wants to generate understanding, the reasons why a student operates in a certain way are far more indicative of the student’s stage of conceptual development than whether or not these operations lead to a result that the teacher finds acceptable. This, of course, is the reason why the best teachers have always paid more attention to the sources of mistakes than to the how of students’ correct answers.","highlights":Ӷ^"jQuery3210422147099988708362":^°°Ӻ,"text":"","category":"Argumentation2","data_creacio":1562082456036°
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