]> 2026-07-26T03:21:36+02:00 Annotation:Text:Constructivism in Education/Xz5vabnu9x 248 en ^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Xz5vabnu9x","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ12Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/olӶ2Ӻ/liӶ4Ӻ","endOffset":403°Ӻ,"quote":"The students’ subjective interpretation of texts and teachers’ discourse, and thus the subjective view of linguistically presented problems is increasingly being taken into account in educational practice and research. Such a constructivist perspective has noteworthy consequences (von Glasersfeld 1983):\n\nThere will be a radical separation between educational procedures that aim at generating understanding (‘teaching’) and those that merely aim at the repetition of behaviors (‘training’).\nThe researcher’s and to some extent also the educator’s interest will be focused on what can be inferred to be going on inside the student’s head, rather than on overt ‘responses’.\nThe teacher will realize that knowledge cannot be transferred to the student by linguistic communication but that language can be used as a tool in a process of guiding the student’s construction.\nThe teacher will try to maintain the view that students are attempting to make sense in their experiential world. Hence he or she will be interested in students’ ‘errors’ and, indeed, in every instance where students deviate from the teacher’s expected path because it is these deviations that throw light on how the students, at that point in their development, are organizing their experiential world.","highlights":Ӷ^"jQuery3210387506628854946132":^°°,^"jQuery3210387506628854946132":^°°,^"jQuery3210387506628854946132":^°°,^"jQuery3210387506628854946132":^°°,^"jQuery3210387506628854946132":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560952025529° 2019-06-19T15:47:05Z 2458654.1576968 2019-06-19T13:47:09Z 2458654.0744097 Text:Constructivism in Education/Xz5vabnu9x