College aantekeningen Onderwijskunde (H002210A), gebaseerd op handboeken Martin Valcke
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Course
Onderwijskunde (H002210A)
Institution
Universiteit Gent (UGent)
Book
Onderwijskunde als ontwerpwetenschap: Deel 1 en 2
College aantekeningen voor het volledige vak Onderwijskunde in het eerste jaar pedagogische wetenschappen, de 10 thema's uit de handboeken komen aan bod. Prenten en schema's zijn afkomstig uit het handboek of de powerpoints. Op volgorde behandeld, gestructureerd met titels en ondertitels vergelijkb...
Leren en instructie centraal, maar leren heel breed bekeken. Verschillende doelgroepen, kleine en
grote groepen of individueel.
Formeel
Context waarin geleerd wordt is deels gebaseerd op opgelegde regels vb. opleidingen bedrijfscontext
en scholen van de overheid
Informeel
Minder systematiek, geen specifieke regels. Vb. indeling of vormgeving musea, organiseren
pottenbakcursus
-> toch moet diegene die instructie geeft zich onderwerpen aan een denkproces om te weten hoe die
best de anderen iets bijbrengt.
Inhoudstafel
Inhoud
,Onderwijskunde.....................................................................................................................................1
Inhoudstafel........................................................................................................................................1
1.1 referentiekader.............................................................................................................................6
1.1.1 Organisatiedimensies: aggregatieniveaus..............................................................................7
1.1.2 Organisatiedimensies binnen de aggregatieniveaus..............................................................8
1.1.3 Onderzoeksevidentie.............................................................................................................8
1.1.3 Mesoniveau.........................................................................................................................11
1.1.5 Eindconclusie.......................................................................................................................13
1.2 Visies op kennis en leren.............................................................................................................14
1.2.1 Inleiding via voorbeeld sport...............................................................................................15
1.2.2 Filosofische visies op kennis en leren...................................................................................15
1.2.2.1 Ontologie......................................................................................................................15
1.2.3 Fundamentele visies op kennis en leren..............................................................................16
1.2.4 Verdere stromingen.............................................................................................................17
1.2.4.1 Rationalisme.................................................................................................................17
1.2.4.2 Idealisme.......................................................................................................................17
1.2.4.3 Relativisme....................................................................................................................18
1.2.4.4 Pragmatisme.................................................................................................................18
1.3 Behavioristische visie op leren en het ontwerp van instructie....................................................19
1.3.1 Associatieleer als voorloper op het behaviorisme...............................................................19
1.3.2 Verdere uitwerking associatie leer.......................................................................................20
1.3.3 Wetenschappelijk behaviorisme..........................................................................................22
1.3.3.1 Ebbinghaus...................................................................................................................22
1.3.2.3 Pavlov............................................................................................................................23
1.3.2.4 Thorndike......................................................................................................................23
1.3.2.5 Watson..........................................................................................................................24
1.3.3 Skinner.................................................................................................................................25
1.3.4.3 Feedback als kern en rode draad..................................................................................29
1.3.4.4 Mastery learning...........................................................................................................30
1.3.4.5 Direct instruction als uitbreiding mastery learning.......................................................31
1.3.4.6 Contingency contracting: een beperkte aanpak van DI.................................................32
1.3.4.7 SODA-project als behavioristische instructieaanpak.....................................................33
1.3.5 Het referentiekader en het behaviorisme............................................................................33
1.3.6 Kritieken behaviorisme........................................................................................................35
1.4 Cognitivisme en de visie op instructie en leren...........................................................................35
1.4.1 De visie op leren..................................................................................................................36
, 1.4.1.1 Geschiedenis cognitivisme (voorlopers)........................................................................36
1.4.1.2 Soorten kennis:.............................................................................................................37
1.4.1.3 Informatieverwerking model........................................................................................37
1.4.1.3.1 Grafische voorstelling Simon..................................................................................37
1.4.1.3.2 Het werkgeheugen.................................................................................................38
1.4.1.3.3 Cognitieve belasting – cognitive load.........................................................................39
1.4.1.4 Mentale representatie van kennis.................................................................................40
1.4.1.4.1 Declaratieve kennis................................................................................................40
1.4.1.4.2 Procedurele kennis.................................................................................................42
1.4.2 De visie op instructie...........................................................................................................43
1.4.2.1 Evidence-based aanpakken (8)......................................................................................43
1.4.2.2 systemische aanpakken (5)...........................................................................................47
1.4.3 referentiekader en het cognitivisme....................................................................................50
1.4.4 Kritieken...............................................................................................................................52
1.5 Constructivisme en visie op instructie en leren..........................................................................52
1.5.1 Algemeen constructivisme duiden.......................................................................................52
1.5.2 Visie op leren de grondleggers.............................................................................................54
1.5.2.1 Piaget............................................................................................................................54
1.5.2.3 Bruner..........................................................................................................................56
1.5.3 Visie op leren de hedendaagse visies...................................................................................58
1.5.2.4 Kolb...............................................................................................................................58
1.5.2.5 Lave&Wenger................................................................................................................59
1.5.3.1 Systemische vertalingen................................................................................................61
1.5.3.1.3 Duaal leren (werkplekleren)...................................................................................63
1.5.3.1.5 Probleemgestuurd onderwijs PGO.........................................................................65
1.5.3.2 Ingrediënten voor een evidence-based constructivistische aanpak..............................66
1.5.3.2.1 Samenwerken........................................................................................................67
1.5.3.2.2 Peer tutoring – peer learning.................................................................................67
1.5.3.2.3 Games....................................................................................................................68
1.5.3.2.4 Technologie algemeen...........................................................................................70
1.5.4 Onderwijskundig referentiekader en constructivisme.........................................................70
1.6 Executieve functies en het ontwerpen van instructie.................................................................71
1.6.1 Taxonomieën voor metacognitie..........................................................................................73
1.6.2 Good Information Processor (GIP).......................................................................................74
1.6.3 Overzicht van executieve functies........................................................................................75
1.6.3.1 BRIEF ‘Behavior Rating Inventory of Executive Functioning’.........................................75
, 1.6.3.2 Executieve functies versus zelf regulerend leren (ZRL) en Problem Solving..................76
1.6.4 Executieve functies en instructie.........................................................................................78
1.6.4.1 Biggs (1985)..................................................................................................................78
1.6.4.3 Problem Solving en instructie.......................................................................................79
1.6.4.5 EF en instructie.............................................................................................................80
1.6.5 Executieve functies en het referentiekader.........................................................................81
1.7 Curriculum..................................................................................................................................82
1.7.1 Ontwerpen van een curriculum...........................................................................................83
1.7.2 Theoretische benaderingen van het curriculum.................................................................83
1.7.2.1 Kliebard 1989................................................................................................................84
1.7.3 Ontwikkeling van opvattingen over curriculum....................................................................85
1.7.3.1 1860’ tot 1960’ Reductionistische visies......................................................................85
1.7.3.2 1920 Bobbit..................................................................................................................85
1.7.3.3 1960’ Kritische benadering door Freire (meliorisme)....................................................86
1.7.3.4 Verdere Europese ontwikkelingen................................................................................86
1.7.4 Ontwikkeling volgens aggregatieniveaus.............................................................................87
1.7.4.3 Mesoniveau..................................................................................................................89
1.7.4.4 Microniveau..................................................................................................................89
1.7.6 De inhoud van een curriculum bepalen...............................................................................90
1.7.7 Curricula buiten de schoolse context:..................................................................................91
1.7.9 Kritische visies op het curriculum........................................................................................92
1.8 Evaluatie.....................................................................................................................................93
1.8.1 Verschillende stappen van evaluatie....................................................................................93
1.8.2 Evaluatie op microniveau.....................................................................................................94
1.8.3 Evaluatie op mesoniveau.....................................................................................................95
1.8.3.1 Modellen voor evaluatie op mesoniveau......................................................................96
1.8.4 Evaluatie op macroniveau....................................................................................................98
1.8.5 Functie van evaluatie.........................................................................................................100
1.8.6 Wie voert evaluatie uit?.....................................................................................................101
1.8.6.1 Self-assessment...........................................................................................................101
1.8.6.2 Peer-assessment.........................................................................................................101
1.8.7 Wanneer evalueren?..........................................................................................................102
1.8.8 Evaluatietechnieken...........................................................................................................102
1.8.8.2 Rubrics........................................................................................................................103
1.8.9 Kwaliteitseisen van evaluatie (meest belangrijke)..............................................................104
1.8.11 Evaluatie in het referentiekader.......................................................................................105
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