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Title:
The comparison between the behavioural and constructivist learning and teaching
Authors:
ID
Pšunder, Majda
(
Author
)
ID
Ribič Hederih, Branka
(
Author
)
Files:
http://hrcak.srce.hr/index.php?show=clanak&id_clanak_jezik=80923
Language:
English
Work type:
Article
Typology:
1.02 - Review Article
Organization:
PEF - Faculty of Education
Abstract:
The difference between the behaviouristic and constructivist approach to learning and teaching originates from different notions of knowledge. Currently in Slovenia the behaviouristic approach dominates as it is present in the whole educational system and teachers are more familiar with it. Those teachers who have different notions of knowledge are introducing a changed approach to learning and teaching that follows from the constructivist paradigm. Both are facing dilemmas that concern teachers in practice more than they do initiators of changes who do not work directly in practice. The consequences of the introduction of changes include different notions of evaluation, examination and assessment. From a didactic point of view the role of feedback changes as it is transferred from assessment to examination. From a student's perspective, it is not the role of feedback that is essential but its meaning.
Keywords:
education
,
behaviourism
,
constructivism
Year of publishing:
2010
PID:
20.500.12556/DKUM-35515
UDC:
37.015
ISSN on article:
1330-0067
COBISS.SI-ID:
17766664
NUK URN:
URN:SI:UM:DK:EGZQNZC6
Publication date in DKUM:
07.06.2012
Views:
1616
Downloads:
56
Metadata:
Categories:
Misc.
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Record is a part of a journal
Title:
Informatologia
Shortened title:
Informatologia
Publisher:
Institut informacijskih znanosti
ISSN:
1330-0067
COBISS.SI-ID:
12492805
Secondary language
Language:
Croatian
Title:
Uspoređivanje biheviorističkog i konstruktivističkog učenja i podučavanja
Abstract:
Razlika između biheviorističkog i konstruktivističkog pristupa učenju i podučavanju proizlazi iz različitog poimanja znanja. U Sloveniji trenutno prevladava bihevioristički pristup učenju i podučavanju, jer ga učitelji najbolje poznaju, a bio je prisutan i u cijelom obrazovnom sustavu. Oni učitelji koji drugačije vrednuju znanje, uvode promijenjen pristup učenju i podučavanju koji proizlazi iz konstruktivističke paradigme. Oba pristupa se suočavaju s nekoliko dilema koje su više prisutne među učiteljima u praksi, nego kod predlagatelja promjena koji ne rade neposredno u praksi. Posljedice uvođenja promjena uključuju različita tumačenja vrednovanja, provjeravanja i ocjenjivanja. S didaktičnog pogleda uloga povratne informacije se mijenja. Njeno težište se prenosi s ocjenjivanja na provjeravanje. Za učenika nije bitna uloga povratne informacije već njeno značenje.
Keywords:
vzgoja in izobraževanje
,
učenje
,
behaviorizem
,
konstruktivizem
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