Summary
Samenvatting LMP
- Course
- Institution
Samenvatting van 65 pagina's voor het vak Leer - En Motivatiepsychologie aan de UA (Samenvatting LMP)
[Show more]
Seller
Follow
jentevanbeylen
Reviews received
Content preview
,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
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller jentevanbeylen. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $11.26. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
72042 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now