Een samenvatting in begrijpelijke taal van het gehele boek:
VAN LEERTHEORIE NAAR ONDERWIJSPRAKTIJK
AUTEURS: VAN DER VEEN, T.; VAN DER WAL, J.
UITGEVERIJ: NOORDHOFF UITGEVERS
ISBN: 9789001866204
Druk: 6
Gebaseerd op de colleges en leerdoelen van de Hogeschool Rotterdam, aangevuld met de stof uit...
, Inhoud
Doelen....................................................................................................................................................................... 2
Hoofdstuk 1 - Leren: een complex en onzichtbaar proces ....................................................................................... 3
1.1 Algemeen beeld van het fenomeen leren ..................................................................................................... 3
1.2 Leren, rijping en de rol van de hersenen ....................................................................................................... 4
1.3 Leren als duurzame gedragsverandering ....................................................................................................... 8
1.4 Persoonlijke opvattingen over leren en kennis ............................................................................................. 9
Hoofdstuk 2 - Leersoorten en leerstijlen ................................................................................................................ 11
2.1 Inhoudsdimensie van het leren.................................................................................................................... 11
2.2 Hoofdsoorten van leren ............................................................................................................................... 11
2.3 Leerstijlen ..................................................................................................................................................... 12
Hoofdstuk 3 - Leren volgens het behaviorisme ...................................................................................................... 16
3.1 Behaviorisme ................................................................................................................................................ 16
3.2 Drie leertheoretische principes .................................................................................................................... 16
3.3 Behavioristische leertheorieën en lesgeven ................................................................................................ 19
Hoofdstuk 4 - Handelingspsychologie en leren ...................................................................................................... 20
4.1. Ideologisch fundament ............................................................................................................................... 20
4.2 Cultuurhistorische theorie van Vygotsky ..................................................................................................... 21
4.3 Trapsgewijs leren van Galperin .................................................................................................................... 22
Hoofdstuk 5 - Cognitieve psychologie en leren ...................................................................................................... 25
5.1 Bronnen van de cognitieve leerpsychologie ................................................................................................ 25
5.2 Ontdekkend leren van Bruner ...................................................................................................................... 26
5.3 Ausubel’s visie op het leren van begrippen ................................................................................................. 29
Hoofdstuk 6 - Constructivistische opvattingen over leren ..................................................................................... 32
6.1 Constructivisme als kennisleer ..................................................................................................................... 32
6.2 Leren volgens het constructivisme .............................................................................................................. 32
6.3 Bevorderen van zelfregulerend leren .......................................................................................................... 34
6.4 Werkplekleren .............................................................................................................................................. 34
6.5 Constructivistische ‘nieuwe leren’ ter discussie .......................................................................................... 34
Hoofdstuk 7 - Geheugen en leren .......................................................................................................................... 35
7.1 Ontstaan en organisatie van het geheugen ................................................................................................. 35
7.2 Relatie tussen geheugen en leren ................................................................................................................ 35
7.3 Relatie tussen geheugen en lesgeven .......................................................................................................... 37
Hoofdstuk 8 - Leren probleemoplossen ................................................................................................................. 38
8.1 Probleemoplossen als hoogste vorm van leren ........................................................................................... 38
8.2 Problemen vanuit didactisch perspectief .................................................................................................... 38
8.3 Oplossingsproces onder de loep genomen .................................................................................................. 39
8.4 Probleemgestuurde onderwijsaanpak ......................................................................................................... 41
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