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Samenvatting LMP
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Samenvatting van 65 pagina's voor het vak Leer - En Motivatiepsychologie aan de UA (Samenvatting LMP)
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,InhoudMaatschappelijke inbedding van leren & onderwijzen..........................................................6
1 Kennisexplosie en verouderde kennis.............................................................................6
2 Informatisering en technologisering...............................................................................8
3 Globalisering, internationalisering, mondialisering............................................................8
4 Levenslang en levensbreed leren...................................................................................9
5 Competentiegericht leren..............................................................................................9
6 Multimediale maatschappij en beeldcultuur...................................................................10
LEREN.........................................................................................................................11
1 Inleiding...................................................................................................................11
2 Visies op cognitie, leren en onderwijzen........................................................................11
2.1 Associatieve/behaviouristische benaderingen...........................................................11
2.2 Europese benaderingen.........................................................................................12
2.2.1 Gestaltepsychologie........................................................................................12
2.2.2 Piaget...........................................................................................................13
2.2.3 Vygotsky.......................................................................................................14
2.3 Cognitieve benadering..........................................................................................15
2.4 Situated cognition................................................................................................18
2.5 Standpuntbepaling...............................................................................................20
3 Leren algemeen omschreven.......................................................................................20
4 Soorten leren............................................................................................................21
4.1 Domeinspecifieke kennis.......................................................................................21
4.1.1 Feiten...........................................................................................................21
4.1.2 Begrippen en begripsstructuren........................................................................23
4.1.3 Procedures.....................................................................................................24
4.1.4 Organisatie van domeinspecifieke kennis bij novieten en experts..........................24
4.2 Cognitieve strategieën..........................................................................................24
4.2.1 Leerstrategieën..............................................................................................25
4.2.2 Heuristieken...................................................................................................25
4.3 Motorische vaardigheden.......................................................................................26
4.4 Attitudes en motivatie...........................................................................................26
4.5 Meta-kennis en- vaardigheden...............................................................................27
4.5.1 Metacognitieve kennis en vaardigheden.............................................................27
4.5.2 Dynamisch-affectieve meta-kennis en- vaardigheden..........................................28
5 Besluit......................................................................................................................28
5.1 Leren is een constructief proces.............................................................................28
5.2 De rol van voorkennis...........................................................................................28
5.3 Intentioneel en incidenteel leren............................................................................28
5.4 Authentiek leren en transfer..................................................................................29
, 5.5 Leren: een solitair of sociaal gebeuren....................................................................29
5.6 Zelfgestuurd leren................................................................................................29
Conditionering..............................................................................................................30
1 Hoe verklaart klassieke conditionering leren?................................................................30
1.1 Kernpunten van klassieke conditionering.................................................................30
1.1.1 Verwerving....................................................................................................31
1.1.2 Uitdoving en spontaal herstel...........................................................................31
1.1.3 Generalisatie..................................................................................................32
1.1.4 Selectief leren................................................................................................32
1.1.5 Conditioneren van experimentele neurose..........................................................32
1.2 Toepassingen van klassieke conditionering..............................................................32
1.2.1 Geconditioneerd smaakaversies........................................................................32
1.2.2 Conditioneren van coyotes...............................................................................33
2 Hoe leren we nieuw gedrag door operante conditionering?..............................................33
2.1 Trial-and-error-leren.............................................................................................33
2.2 Skinners radicale behaviorisme..............................................................................33
2.3 De kracht van bekrachtiging..................................................................................34
2.3.1 Bekrachtigingtechnologie: De Skinner-box.........................................................34
2.3.2 Primaire en secondaire bekrachtigers................................................................34
2.3.3 Gradiënten van bekrachtiging...........................................................................34
2.3.4 Continue vs. intermitterende bekrachtiging........................................................34
2.3.5 Bekrachtigingsschema’s...................................................................................35
2.4 Het probleem van straf.........................................................................................35
2.4.1 Straf vs. negatieve bekrachtiging......................................................................35
2.4.2 Gebruik en misbruik van straf..........................................................................35
2.4.3 Is straf ooit wel effectief?................................................................................36
2.5 Alternatieven voor straf........................................................................................36
2.5.1 Uitdoving.......................................................................................................36
2.5.2 Bekrachtiging van meer gewenste activiteiten....................................................36
2.5.3 Prompting en shaping.....................................................................................36
2.6 Vergelijking tussen operante en klassieke conditionering...........................................37
Hoe we kinderen en jongeren kunnen motiveren..............................................................39
1 Artikel......................................................................................................................39
1.1 Goesting als drijfveer............................................................................................39
1.2 Autonomie op school?...........................................................................................39
1.3 Autonoom versus zelfstandig en afhankelijk.............................................................39
1.4 Het zit ‘m ook in kleine dingen: de leerkrachtstijl.....................................................40
1.5 Met ZDT kijken naar het systeem...........................................................................40
1.6 Drie behoeften in 1 klap?......................................................................................40
1.7 Aandacht te koop.................................................................................................40
, 1.8 Wat met straffen en belonen.................................................................................40
1.9 Ik beloon jou omdat …..........................................................................................41
1.10 Een copernicaanse revolutie.................................................................................41
1.11 Wat een onderzoeker nog graag weten wil.............................................................41
2 ZDT.........................................................................................................................41
2.1 Er is niets zo praktisch als een goede motivatietheorie..............................................41
2.1.1 Intrinsieke en extrinsieke motivatie..................................................................41
De ZDT: kwalitatief goed motiveren op de werkvloer........................................................42
1 Inleiding...................................................................................................................42
2 De basisveronderstellingen van de ZDT........................................................................42
3 Psychologische basisbehoeften: de motor van optimaal functioneren................................43
4 Autonome en gecontroleerde motivatie: het ‘waarom’ van motivatie................................43
5 Intrinsieke en extrinsieke doelen: het ‘wat’ van motivatie...............................................45
6 Conclusie..................................................................................................................45
Goal Theory.................................................................................................................46
1 Wat vooraf ging aan Goal Theory.................................................................................46
Situering en begripsomschrijving van leerbereidheid.........................................................53
1 Leerbereidheid in een notendop...................................................................................53
2 Onderdelen van leerbereidheid verder verdiept..............................................................53
2.1 De leermotivatie van leerlingen..............................................................................53
2.1.1 Wat is motivatie? Het onderscheid tussen intrinsieke en extrinsieke motivatie als
vertrekpunt............................................................................................................54
2.1.2 De ZDT: redenen om te leren als invalshoek......................................................54
2.1.3 De prestatiedoelentheorie: doelen om te leren als invalshoek...............................55
2.2 Interesse van leerlingen: inhoud om te leren als invalshoek......................................56
2.2.1 Wat is interesse..............................................................................................56
2.2.2 De ontwikkeling van interesse aan de hand van het vier-fasenmodel.....................58
2.3 Doelmatigheidsbeleving van leerlingen: verwachtingen bij het leren als invalshoek......58
2.3.1 Wat is persoonlijke doelmatigheidsbeleving........................................................58
2.3.2 Persoonlijke doelmatigheidsbeleving en de impact op leerlingengedrag.................60
2.3.3 Bronnen van persoonlijke doelmatigheidsbeleving...............................................61
3 Integratie van de motivatietheorieën: aanzet tot vertaalslag naar de praktijk....................61
3.1 De 10 principes die motiveren, inspireren en werken................................................61
3.2 Onderdelen van leerbereidheid samengebracht........................................................61
3.2.1 Interesse.......................................................................................................62
3.2.2 Zelfinschatting...............................................................................................62
3.2.3 Context.........................................................................................................62
Talent bestaat niet!.......................................................................................................63
1 Oriëntering...............................................................................................................63
2 Deliberate Practice Theory..........................................................................................63
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