Lernen zwischen freiem und instruiertem Tätigsein

Starting from an examination of the concept of being active - as a prerequisite for learning processes - this volume discusses the significance of freely chosen versus instructed activities and places them in the contexts of teaching and learning workshop work. The juxtaposition of instructed and fr...

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Médium:	Online
Jazyk:	němčina
Vydáno:	Verlag Julius Klinkhardt 2021
Témata:	Lernen Lehrerausbildung Lehrerbildung Lernwerkstatt Hochschule Professionalisierung Pädagogisches Handeln Lernprozess Instruktion Lernort Lernumgebung Lernmethode Wahlfreiheit Konstruktion Konstruktivismus Lernbegleitung Hochschulbildung Forschendes Lernen Entdeckendes Lernen Primarbereich Vorschulalter Praxisbezug Spielerisches Lernen Lernforschung Lernaktivität Lernpsychologie Elementarbildung Lernform Experiment Schweiz Deutschland Learning Teacher education Teacher training Teachers' training Learning workshop Higher education institute Professionalization Learning process Educational setting Educational Environment Learning environment Learning method Learning techniques Freedom of choice Construction (Process) Higher education University level of education Discovery learning Primary education Primary level Pre-school age Preschool age Practice relevance Learning by playing Research on learning Learning Activities Learning psychology Psychology of learning Early childhood education and care Form of learning Switzerland Germany Playing Practice Academic studies
On-line přístup:	ONIX_20211022_9783781519978_2
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

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Shrnutí:	Starting from an examination of the concept of being active - as a prerequisite for learning processes - this volume discusses the significance of freely chosen versus instructed activities and places them in the contexts of teaching and learning workshop work. The juxtaposition of instructed and free activity challenges us to determine more precisely the relationship between instruction and successful construction in the interaction between learning facilitator and learner. This applies to work in learning and research workshops, in learning labs and in learning in the "normal" seminar room or classroom. All in all, the question arises: Can the activity of discovering, researching, practice-oriented and cross-discipline learning be made one's own in such a way that it becomes habitual learning? And: should it do so at all?

Lernen zwischen freiem und instruiertem Tätigsein

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