Becoming aware: towards a post-constructivist theory of learning
DOI: 10.1080/23735082.2015.994256
关键词:
摘要: The dominant learning paradigms conceive of as the construction something, which, depending on particular bent researcher, may be “meaning”, “knowledge”, “conceptions”, or “conceptual frameworks”. However, some recent studies conducted from very different theoretical perspectives showed that students cannot intentionally orient towards what is to known after a curricular event precisely because object directs such an orientation (e.g., future knowledge) does not yet exist. purpose this study describe and theorize phenomenon becoming aware suggest underlying movement more appropriate unit learning. Epistemological, methodological, instructional implications are discussed.
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