Editing Annotation:Text:Knowing without Metaphysics: Aspects of the Radical Constructivist Position/F98voskazp
Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.
The edit can be undone.
Please check the comparison below to verify that this is what you want to do, and then save the changes below to finish undoing the edit.
This page supports semantic in-text annotations (e.g. "[[Is specified as::World Heritage Site]]") to build structured and queryable content provided by Semantic MediaWiki. For a comprehensive description on how to use annotations or the #ask parser function, please have a look at the getting started, in-text annotation, or inline queries help pages.
| Latest revision | Your text | ||
| Line 2: | Line 2: | ||
{{TextAnnotation | {{TextAnnotation | ||
|AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | |AnnotationOf=Text:Knowing_without_Metaphysics:_Aspects_of_the_Radical_Constructivist_Position | ||
| − | |LastModificationDate=2019-07- | + | |AnnotationComment=That is to say, teachers must try to infer, from what they can observe, what the students’ concepts are and how they operate with them. Only on the basis of some such hypothesis can teachers devise ways and means to orient, direct, or modify the students’ mental operating. This is a context in which the constructivist approach and its analysis of conceptual development seemed promising. |
| + | |LastModificationDate=2019-07-02T11:28:54.324Z | ||
|LastModificationUser=User:Sarah Oberbichler | |LastModificationUser=User:Sarah Oberbichler | ||
| − | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"F98voskazp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ38Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ40Ӻ","endOffset":540°Ӻ,"quote":"Some educators and researchers in education have come to the conclusion that, as a foundation for their activities, they must develop some theoretical ideas as to how children build up their picture of the world they experience. They believe that unless they have a model of the student’s concepts and conceptual operations, there is no effective way of teaching. In other words, they have begun to think in terms not only of cognitive but also of developmental psychology. this is a far cry from the still widespread behavioristic orientation that focuses exclusively on training and disregards learning.\nAs long as the educator’s objective was the generation of more or less specific behaviors in the student, the educator saw no need to ask what, if anything, might be going on in the student’s head. Whenever the student could be got to ‘emit’ the desired behaviors in the situations with which they had been associated, the instructional process was deemed successful. The student did not have to see why the particular actions led to a result that was considered ‘correct’, nor did the educator have to worry about how the student achieved it, what mattered was the ‘performance’, that is, that he or she was able to produce such a result.\nIf, in contrast, the objective is to lead the children or students to some form of understanding, the teacher must have some notion of how they think. That is to say, teachers must try to infer, from what they can observe, what the students’ concepts are and how they operate with them. Only on the basis of some such hypothesis can teachers devise ways and means to orient, direct, or modify the students’ mental operating. This is a context in which the constructivist approach and its analysis of conceptual development seemed promising.","highlights":Ӷ^" | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"F98voskazp","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ38Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ40Ӻ","endOffset":540°Ӻ,"quote":"Some educators and researchers in education have come to the conclusion that, as a foundation for their activities, they must develop some theoretical ideas as to how children build up their picture of the world they experience. They believe that unless they have a model of the student’s concepts and conceptual operations, there is no effective way of teaching. In other words, they have begun to think in terms not only of cognitive but also of developmental psychology. this is a far cry from the still widespread behavioristic orientation that focuses exclusively on training and disregards learning.\nAs long as the educator’s objective was the generation of more or less specific behaviors in the student, the educator saw no need to ask what, if anything, might be going on in the student’s head. Whenever the student could be got to ‘emit’ the desired behaviors in the situations with which they had been associated, the instructional process was deemed successful. The student did not have to see why the particular actions led to a result that was considered ‘correct’, nor did the educator have to worry about how the student achieved it, what mattered was the ‘performance’, that is, that he or she was able to produce such a result.\nIf, in contrast, the objective is to lead the children or students to some form of understanding, the teacher must have some notion of how they think. That is to say, teachers must try to infer, from what they can observe, what the students’ concepts are and how they operate with them. Only on the basis of some such hypothesis can teachers devise ways and means to orient, direct, or modify the students’ mental operating. This is a context in which the constructivist approach and its analysis of conceptual development seemed promising.","highlights":Ӷ^"jQuery321099893738024903672":^°°,^"jQuery321099893738024903672":^°°,^"jQuery321099893738024903672":^°°Ӻ,"text":"That is to say, teachers must try to infer, from what they can observe, what the students’ concepts are and how they operate with them. Only on the basis of some such hypothesis can teachers devise ways and means to orient, direct, or modify the students’ mental operating. This is a context in which the constructivist approach and its analysis of conceptual development seemed promising.","category":"Argumentation2","data_creacio":1562059718933° |
}} | }} | ||
{{Thema | {{Thema | ||
|field_text_autocomplete=Lernen | |field_text_autocomplete=Lernen | ||
}} | }} | ||
