- Oct 2018
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link-springer-com.proxy.library.nyu.edu link-springer-com.proxy.library.nyu.edu
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Examining children’s conceptual understanding of food across time will help obtain information about their food knowledge acquisition, a concept missing in the research studies mentioned above.
this is what we are trying tp do!
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- Mar 2018
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Local file Local file
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Löfström and Nevgi (2006) provided a framework that uses social constructivism principles to effectively and efficiently integrate innovative technologies into the learning environment of the classroom. The framework has eight principles:
- construct knowledge as collective activity. --> lear instructions/ LO/ team work/ - relates to job/ misconception/ builds on strenths/ mimic sucessful stargies of others / peer teaching
- cog process of working towards goal --> common goal/ correct mstake/ more progress if made/
- new knowledge builds on old -->
- get empowerment/ commitment and responsibility --> more know, better feeel, more wnat to know. leads to higher level thinknig
- activity and purposely set cog objectives -->once solved problem and feel goodl- set own targets. ste higher target
collaborate by sharing knowledge/ dialogue/ feedback --> active engagement/ can do lots with knolwdge. Form learnign community.
reflect and understand implications --> internalise concepts
- link to real world. --> transfer in meaingful way.
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Social Constructivism
siutation- construct own meaning - not memorised
social- alternative viewpoint. (discussion- not just multiple choice)
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- Sep 2017
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newclasses.nyu.edu newclasses.nyu.edu
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The culture of schools often discourages sharing of knowledge by preventing students from working on problems or projects together and from sharing or discussing their ideas.
I disagree. Most teachers I know incorporate group work/ sharing of knowledge in the classroom and value the outcomes. Of course, time restrictions do not always allow for it as regularly as other teaching styles.
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the term apprenticeship emphasizes that cognitive apprenticeship was aimed primarily at teaching the processes that experts use to handle complex tasks.
I admit, before reading this, I thought Apprenticeship was more of a small ground, hands on learning. But it also has to incorporate cognition.
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But they didnt go to school to learn these things; instead, adults in their families and in their communities showed them how, and helped them do it.
Are we teaching the right things in schools? Should we have different schooling depending on location within a country, more suited to the surrounding environment/ culture? What happens if people move areas, what 'learning' will they need access to then? How can one find the right balance of learning skill relevant for the now and relevant for the future, when students come from different backgrounds and will move to different spheres.
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