Annotation:Text:Conceptual Models in Educational Research and Practice/Zq27zmq0b0

Referenztyp:	Information

Annotation of	Text:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-06-11T19:32:02.950Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zq27zmq0b0","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","startOffset":397,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ26Ӻ","endOffset":1227°Ӻ,"quote":"In this respect, then, a cognitively oriented educational methodology differs radically from behavioristically oriented ones. If the educator’s objective is the generation of certain more or less specific behaviors in the student, the educator sees no need to ask what, if anything, might be going on in the student’s head. Whenever the student can be made to produce the desired behaviors in the situations with which they have been associated, the learning process will be deemed successful. Students do not have to see why the particular actions lead to a result that is considered “correct”; what matters is that they produce such a result. From our point of view, this exclusive focus on performance differentiates what we would call training from the kind of teaching that aims at understanding (cf. von Glasersfeld, 1989).","highlights":Ӷ^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560274308930°