Annotation:Annotationen:Conceptual Models in Educational Research and Practice
This Page shows all Annotations of the Article Annotationen:Conceptual_Models_in_Educational_Research_and_Practice.
Annotations
| 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 |
