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Instructie psychologie en technologie UITBREIDING1 TEACHING MACHINES – SKINNER BEHAVIORISME.................................................................................................5
1.1 INLEIDING (P.191).................................................................................................................................................5
1.2 PRESSEY’S TEACHING MACHINES (P.191)....................................................................................................................5
1.3 ANOTHER KIND OF MACHINE (P.192)........................................................................................................................5
1.3.1 EEN GOEDE TEACHING MACHINE HEEFT VERSCHILLENDE ONDERDELEN:...................................................................................5
1.3.2 EFFECT VAN TEACHING MACHINE: GELIJKAARDIG ALS BIJ EEN LEERKRACHT. VERGELIJKING:.........................................................6
1.4 PROGRAMMING MATERIAAL (P.193).........................................................................................................................6
1.5 CAN MATERIAL BE TOO EASY? (P.197)......................................................................................................................6
1.6 SOME QUESTIONS (P.198)......................................................................................................................................6
1.7 OTHER USES (P.198).............................................................................................................................................6
1.8 CONCLUSION........................................................................................................................................................7
1.9 VRAGEN..............................................................................................................................................................7
2 EDUCATIONAL AND THINKING – THE ROLE OF KNOWLEDGE - GLASER...................................................................9
2.1 ABSTRACT.........................................................................................................................................................9
2.2 INTRODUCTIE....................................................................................................................................................9
2.3 BACKGROUND...................................................................................................................................................9
2.3.1 VERSCHILLENDE THEORIEEN ̈ , POGINGEN EN EIGEN STANDPUNT.............................................................................................9
2.4 CURRICULA VOOR REDENEN, PROBLEEM OPLOSSEN EN LEESVAARDIGHEDEN.........................................................................9
2.5 COMMENT: DE COMENTAREN VAN GLASER OP DE PROGRAMMA’S (KRITIEK)......................................................................10
2.6 FOCUS OP KENNIS................................................................................................................................................10
2.6.1 ONDERZOEK CHI.......................................................................................................................................................10
2.6.2 ONDERZOEK CAREY...................................................................................................................................................10
2.6.2.1 Wat toont het onderzoek naar probleemoplossen bij beginners en experten?................................................11
2.6.2.2 Verschillende onderliggende samenhangende onderdelen kunnen de prestaties beïnvloeden.......................11
2.7 SCHEMATISCHE EN PEDAGOGISCHE THEORIEEN ̈ ............................................................................................................11
2.7.1 3 MANIEREN OM TE LEREN, SCHEMA EN INVULLINGEN : SCHEMA TOE – EIGENEN EN AANPASSEN..............................................11
2.7.2 DE DISCUSSIE DAT PROBLEEMOPLOSSINGSVAARDIGHEDEN GEBASEERD ZIJN OP KENNIS KAN WORDEN GEIN ̈ TRODUCEERD IN DE THEORIE
VAN PROTOTYPISCHE KENNIS STRUCTUREN EN SCHEMA’S...........................................................................................................11
2.7.3 CATEGORIEEN ̈ VAN CONCEPTUELE KENNIS VAN PROBLEEM – STRUCTUREN DIE INVLOED ZIJN BIJ PROBLEMEN OP TE LOSSEN EN TE
LEREN.............................................................................................................................................................................. 11
2.7.4 DE NOTIE VAN SCHEMA’S ALS THEORIEEN ̈ DIE BASIS VOOR LEREN VORMEN SUGGEREREN VERSCHILLENDE PEDAGOGISCHE PRINCIPES 11
2.8 GENERAAL EN DENKVAARDIGHEDEN.........................................................................................................................12
2.9 CONCLUSION.......................................................................................................................................................12
3 RADICAL CONSTRUCTIVISM AND TEACHING – GLASER.........................................................................................13
ABSTRACT:...............................................................................................................................................................13
3.1 WAT IS HET DOEL VAN ONDERWIJS?.........................................................................................................................13
3.1.1 HET GROOTSTE VERSCHIL VIND JE BIJ DE MANIER WAAROP WE IETS LEREN:...........................................................................13
3.2 COCEPTUELE PROBLEMEN.......................................................................................................................................13
3.3 KENNIS EN EEN THEORIE VAN WETEN ER IS MAAR 1 WERELD MAAR VOOR IEDEREEN VERSCHILLEND........................................14
3.4 WAT IS KENNIS EN HOE KENNIS OPBOUWEN?.............................................................................................................14
3.5 CONCEPTEN VAN VEELHEID.....................................................................................................................................14
3.5.1 GEEF GROTE GEVOLGEN VOOR HET LESGEVEN:.................................................................................................................14
3.6 EEN VOORBEELD VAN ACTIEF LEAREN........................................................................................................................15
3.7 SUGGESTIES VOOR LEERKRACHTEN...........................................................................................................................15
3.8 CONCLUSIE.........................................................................................................................................................16
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4 SITUATIE D COGNITION AND THE CULTURE OF LEARNING - ALLAN COLLINS .........................................................17
VISIE AUTEURS..........................................................................................................................................................17
1. GESITUEERDE KENNIS EN LEREN.................................................................................................................................17
4.1 AUTHENTIEKE ACTIVITEITEN....................................................................................................................................17
4.1.1 ACTIVITIES OF STUDENTS, PRACTICIONERS AND JPF’S (JUST PLAIN FOLKS).............................................................................18
4.1.1.1 Verschil tussen gewone mensen, studenten en proffesionals...........................................................................18
4.1.2 STRUCTURING ACTIVITY..............................................................................................................................................18
4.2 COGNITVE APPRENTCESHIP.....................................................................................................................................18
4.2.1 VISIE VAN SCHOENFELD: SCHOENFELD’S TEACHING OF PROBLEM SOLVING (VB 1) (P 229)......................................................19
4.2.2 VISIE VAN LAMPERT: LAMPERT’S TEACHING OF MULTIPLICATION (VOORBEELD 2) (P 230)......................................................19
4.2.3 APPRENTICESHIP AND COGNITION (P 231).....................................................................................................................19
4.2.4 COGNITIVE APPRENTICESHIP AND COLLABORATIVE LEARNING (P 232)..................................................................................19
4.2.5 CONCLUSION – TOWARD AN EPISTEMOLOGY OF SITUATED COGNITION................................................................................19
5 OBJECTIVES, EVALUATION, AND THE IMPROVEMENT OF EDUCATION – LORIN W. ANDERSON............................21
ABSTRACT (P.178)...................................................................................................................................................21
5.1.1 DOEL VAN HET ARTIKEL:.............................................................................................................................................21
5.1.2 MOEILIJKHEDEN DOELEN (DICK WOLF):.........................................................................................................................21
5.2 THE ORIGINAL AND REVISED TAXONOMIES (P.180).....................................................................................................21
5.2.1 KENMERKEN:............................................................................................................................................................21
5.2.2 REVISIE.................................................................................................................................................................... 21
5.2.3 TWEEDIMENSIONALE TABLE: ‘THE TAXONOMY TABLE’.....................................................................................................21
5.3 THE TAXONOMY TABLE, ASSESSMENT, AND INSTRUCTION (P.183).................................................................................22
5.3.1 THE TAXONOMY TABLE AND INSTRUCTION (P.185).........................................................................................................22
5.3.2 THE TAXONOMY TABLE AND ASSESSMENT (P.183)..........................................................................................................22
5.3.3 THE TAXONOMY TABLE AND CURRICULAR ALIGNMENT (P.187).........................................................................................22
5.4 CONCLUSIE.........................................................................................................................................................23
5.5 VERVOLG...........................................................................................................................................................23
5.6 VRAGEN............................................................................................................................................................23
6 CONGRUENCE AND FRICTION BETWEEN LEARNING AND TEACHING – JAN D. VERMUNT.....................................24
6.1 KERNGEDACHTE...................................................................................................................................................24
6.2 INTRODUCTIE......................................................................................................................................................24
6.3 STUDENTREGULATIE VAN LEERPROCESSEN..................................................................................................................25
6.3.1 COGNITIEVE VERWERKING:..........................................................................................................................................25
6.3.2 AFFECTIEVE LEERACTIVITEITEN:.....................................................................................................................................25
6.3.4 REGULATI................................................................................................................................................................ 26
6.3.5 LEERSTRATEGIEEN ̈ , STIJLEN, CONCEPTIES EN ORIËNTATIES..................................................................................................27
6.3.5.1 Leerstijlen volgens Vermunt: (264)....................................................................................................................27
6.4 LEERKRACHTREGULATIE VAN LEERPROCESSEN..............................................................................................................27
6.4.1 LERAARREGULATESTRATEGIEEN ̈ ....................................................................................................................................27
6.5 DE WISSELWERKING TUSSEN STUDENTREGULATIE EN LERAARREGULATIE VAN LEERPROCESSEN.................................................28
6.6 PROCESORIEN̈ TEREND ONDERWIJS: VAN LERAARREGULATE TOT STUDENTREGULATE VAN LEERPROCESSEN..................................28
6.6.1.1 Rollen die een leerkracht kan aannemen in het reguleren van leerprocessen van studenten:.........................28
6.7 CONCLUSIES EN DISCUSSIE......................................................................................................................................28
7 SHOULD THERE BE A TREE STRIKES RULE AGAINST PUR DISCOVERY LEARNING? - MAYER ....................................32
7.1 DOEL VAN DE TEKST:.............................................................................................................................................32
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7.2 DE ZOEKTOCHT NAAR CONSTRUCTVISTISCHE ONDERWIJSMETHODEN:................................................................................32
7.2.1 MAYER BEWIJST DIT AAN DE HAND VAN 3 STRIKES...........................................................................................................33
7.2.1.1 Strike 1: Ontdekking van de probleemoplossingsregels....................................................................................33
7.2.1.2 Strike 2: ontdekking van conservatiestrategieën...............................................................................................33
7.2.1.3 Strike 3: ontdekking van programmeerconcepten............................................................................................33
7.2.2 DRIE STRIKES TEGEN PURE ONTDEKKING.........................................................................................................................34
7.3 DE ROL VAN PSYCHOLOGIE IN ONDERWIJSHERVORMING................................................................................................34
8 INSTRUCTIONAL DISOBEDIENCE: A LARGELY NEGLECTED PHENOMENON DESERVING MORE SYSTEMATIC
RESEARCH ATTENTION TEST....................................................................................................................................35
8.1 INLEIDING..........................................................................................................................................................35
8.1.1 3 FACTOREN DIE INVLOED HEBBEN OP DE EFFECTIVITEIT VAN EEN LEERMOGELIJKHEID.............................................................35
8.1.2 VOORBEELDEN..........................................................................................................................................................35
8.2 ANALYSE VAN ONDERWIJSKUNDIGE EIGENGEREIDHEID..................................................................................................36
8.3 THEORETISCHE VERKLARING VAN ONDERWIJSKUNDIGE EIGENGEREIDHEID..........................................................................36
8.4 INTERVENTIES......................................................................................................................................................37
8.5 HOE OMGAAN MET ONDERWIJSKUNDIGE EIGENGEREIDHEID...........................................................................................37
8.6 CONCLUSIE.........................................................................................................................................................37
8.7 VRAGEN:...........................................................................................................................................................37
9 VANSTEENKISTE: MOTIVATIE: WILLEN, MOETEN EN STRUCTUUR IN DE KLAS. OVER HET STIMULEREN VAN EEN
OPTIMAAL LEERPROCES..........................................................................................................................................39
9.1 HET BELANG VAN MOTIVATIE..................................................................................................................................39
9.2 MOTIVATIE KAN OPGEDEELD WORDEN IN TWEE SOORTEN VAN KWALITEIT:........................................................................39
9.3 VERSCHILLENDE TYPES EXTRINSIEKE MOTIVATIE...........................................................................................................39
9.3.1 4 DELING VAN EXTRINSIEKE MOTIVATIE..........................................................................................................................39
9.3.2 3 DELING VAN EXTRINSIEKE MOTIVATIE..........................................................................................................................39
9.3.2.1 Psychologische dynamiek achter autonome en gecontroleerde motivatie.......................................................41
9.4 DE MOTIVATIONELE IMPACT VAN DE LEERKRACHTENSTIJL...............................................................................................42
10 FORMATIVE ASSESSMENT AND SELF-REGULATED LEARNING: A MODEL AND 7 PRINCIPLES OF GOOD FEEDBACK
PRACTICE – NICOL....................................................................................................................................................43
10.1 PROBLEMEN OMTRENT BETEKENIS FEEDBACK............................................................................................................43
10.2 CONCEPTUEEL MODEL VAN PROCESSEN VAN ZELFREGULATIE EN INTERNE FEEDBACK...........................................................43
10.3 3 VOORWAARDEN DIE NODIG ZIJN VOOR LLN OM TE KUNNEN PROFITEREN VAN FEEDBACK (HOGER ONDERWIJS).......................44
10.4 7 PRINCIPES VAN GOEDE FEEBACKPRACTIJK: FACILITEREN VAN ZELFREGULATIE...................................................................44
10.4.1 HELP VERDUIDELIJKEN WAT GOEDE PRESTATIES ZIJN QUA DOELEN, CRITERIA, VEWACHTE NORMEN….......................................44
10.4.2 VERGEMAKKELIJK DE ONTWIKKELING VAN ZELFBEOORDELING (REFLECTIE) BIJ HET LEREN........................................................44
10.4.3 LEVER HOOGWAARDIGE INFORMATIE AAN LEERLINGEN OVER HUN LEREN............................................................................45
10.4.4 MOEDIG DIALOOG TUSSEN LERAAR EN MEDELEERLINGEN ROND HET LEREN AAN..................................................................45
10.4.5 STIMULEERT POSITIEVE MOTIVATIEOVERTUIGINGEN EN ZELFWAARDERING...........................................................................46
10.4.6 BIEDT MOGELIJKE KLOOF TUSSEN HUIDIGE EN GEWENSTE PRESTATIES TE DICHTEN................................................................47
10.4.7 LEVERT INFO AAN LEERKRACHTEN DIE KAN WORDEN GEBRUIKT OM HET ONDERWIJS TE HELPEN VORMGEVEN............................47
11 ONTKOPPEL VAN ONDERWIJZEN EN SUMMATIEF EVALUEREN IN HET VLAAMSE HOGER ONDERWIJS: EEN
UITNDODIGING TOT DISCUSSIE (ELEN)....................................................................................................................49
11.1 INLEIDING.........................................................................................................................................................49
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11.2 2 MOGELIJKE STANPUNTEN...................................................................................................................................49
11.3 PROBLEEMSTELLING VERSCHILLENDE MOGELIJKHEDEN................................................................................................49
11.4 AANPAK...........................................................................................................................................................49
11.5 ARGUMENTEN VOOR KOPPELING – ONTKOPPELING....................................................................................................49
11.6 AFRONDING (10)...............................................................................................................................................50
12 GREENO ET AL., COGNITION AND LEARNING – OVERKOEPELENDE/SAMENVATTENDE TEKST.............................52
12.1 INTRODUCTIE....................................................................................................................................................52
12.2 ELK PERSPECTIEF HEEFT IETS DAT CORRECT IS, ZE BOUWEN CONCEPTUELE KADERS OP.........................................................52
12.3 BEHAVIORISME/ EMPIRISME.................................................................................................................................53
12.3.1.1 Theorieën over kennen....................................................................................................................................53
12.3.1.2 Theorieën over leren en transfer.....................................................................................................................53
12.3.1.3 Theorieën over motivatie en inzet...................................................................................................................53
12.3.1.4 Leeromgevingen opstellen..............................................................................................................................53
12.3.1.5 Curricula formuleren.......................................................................................................................................53
12.3.1.6 Authentieke evaluaties opstellen...................................................................................................................54
12.4 COGNITIVISME/ RATIONIALISME............................................................................................................................54
12.4.1.1 Theorieën over kennen....................................................................................................................................54
12.4.1.2 Theorieën over en leren en transfer................................................................................................................54
12.4.1.3 Theorieën over motivatie en inzet...................................................................................................................54
12.4.1.4 Leeromgevingen opstellen..............................................................................................................................55
12.4.1.5 Formuleren van curricula.................................................................................................................................55
12.4.1.6 Authentieke evaluatie construeren.................................................................................................................55
12.5 SITUATIVISME/ PRAGMATISCH- SOCIOHISTORISCH PERSPECTIEF.....................................................................................56
12.5.1.1 Theorieën over kennen....................................................................................................................................56
12.5.1.2 Theorieën
over leren en transfer.....................................................................................................................56
12.5.1.3 Geëngageerde participatie..............................................................................................................................56
12.5.1.4 Leeromgevingen opstellen..............................................................................................................................56
12.5.1.5 Curricula formuleren.......................................................................................................................................56
12.5.1.6 Authentieke evaluatie construeren.................................................................................................................57
12.5.2 ZELFDETERMINATIE/ MOTIVATIE.................................................................................................................................57
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