Annotation:Annotationen:Conceptual Models in Educational Research and Practice

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Annotation	AnnotationComment	LastModificationUser	LastModificationDate	Category
Annotationen:Conceptual Models in Educational Research and Practice/Frhb3rw86n	That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.	Sarah Oberbichler	23 July 2019 14:27:26	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Gafk6bxja9		Sarah Oberbichler	23 July 2019 14:22:39	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Gdvkufdrum		Sarah Oberbichler	23 July 2019 14:27:05	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Gotorp36to		Sarah Oberbichler	23 July 2019 14:25:33	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/I23sae3dn3	In other words, they must come to share some basic ideas on the process of education and the teaching of mathematics in particular.	Sarah Oberbichler	23 July 2019 14:05:34	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Ih0f4dwh4t		Sarah Oberbichler	23 July 2019 14:28:26	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Ito9w9ufjm		Sarah Oberbichler	23 July 2019 16:27:57	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Ju9i7zdhyu		Sarah Oberbichler	23 July 2019 14:24:06	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/N5ujgpvawi	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. Only when teachers have some notion of the conceptual structures with which students operate, can they try to intervene in ways that might lead students to change something in these conceptual structures.	Sarah Oberbichler	23 July 2019 16:27:33	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Nprpymwev6	therefore, they need first of all a plausible model of the conceptual structures with which students are operating at the time.	Sarah Oberbichler	23 July 2019 16:28:15	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Oekr7le9yk		Sarah Oberbichler	23 July 2019 14:25:00	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Pprt9zjifg		Sarah Oberbichler	23 July 2019 16:28:36	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Qf1fiu9hmu		Sarah Oberbichler	23 July 2019 14:23:11	TextAnnotation Prämisse3
Annotationen:Conceptual Models in Educational Research and Practice/Ts6m6p4c9i	In order to formulate even the most tentative model of cognitive change, educational scientists must witness the growth of mathematical knowledge in particular children and clarify and substantiate their interpretations by means of deliberate interventions. Conceptual analysis alone is simply not sufficient as a source of insight in model building. It is only on the basis of models of particular children, that a more general model can eventually be abstracted – and the models of particular children are a natural bridge between educational scientists and the teachers.	Sarah Oberbichler	23 July 2019 14:25:24	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/V003cd9ksd	In adopting the new, cognitive paradigm, then, it becomes imperative that both teachers and researchers acquire some theoretical notions of how this “making sense” can be conceptualized.	Sarah Oberbichler	23 July 2019 14:24:35	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Vzvbroqbxa	Working with children is in many ways like working with foreigners with whom one has only fragments of a language in common.	Sarah Oberbichler	23 July 2019 14:27:48	TextAnnotation Beispiel3
Annotationen:Conceptual Models in Educational Research and Practice/Wlmz0nwwa6	A model, then, “simulates reality”; it is a conceptual construct that is treated as though it gave an accurate picture of the real world, but has the actual function of making experimental results and other experiential elements compatible with the general assumptions that are inherent in the research program’s core.	Sarah Oberbichler	23 July 2019 14:23:52	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Wn9qz8ed09	Just as the interpretation of a piece of language is always guided by the individual interpreter’s experience and expectations, so the interpretation of what one observes is always governed by some theory one has in mind and a goal one has chosen.	Sarah Oberbichler	23 July 2019 14:23:03	TextAnnotation Schlussfolgerung3
Annotationen:Conceptual Models in Educational Research and Practice/Ygtpo8ulgm	Teachers, therefore, need an at least partially generalized theory and a model of the learner that is general enough to serve as a basis for the establishment of more than one individual model. Ideally, then, the teachers’ models of individual students will be instantiations of the educational scientists’ more general model of mathematics learning; and conversely, the individual models the teachers construct for individual students will be a continuous testing ground for the theoretical assumptions the scientists have incorporated in the more general model.	Sarah Oberbichler	23 July 2019 14:26:56	TextAnnotation Schlussfolgerung3