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Different aproaches to learning and instruction

Faculty of teacher education


ODGOJNE ZNANOSTI_11 9 DIFFERENT APPROACHES TO LEARNING AND INSTRUCTION Marko Palekčić Learning and instruction can be approached from different theoretical positions. So far, learning has been the subject of research in psychology as a scientific discipline (psychology of learning). Teaching is the best known institutionally organised form of instruction. Different types of teaching, its quality, or the effectiveness of teaching have always been justified by reference to a distinct understanding of the learning process. In the first edition of the journal “Odgojne znanosti” (Educational Sciences) on the subject of “DIFFERENT APPROACHES TO LEARNING AND INSTRUCTION, we present several papers which treat this subject from rather unfamiliar perspectives – at different levels, and in different contexts. LUTZ KOCH demonstrates that, apart from the psychology of learning, the logic of learning is also possible. A specific perspective of the logic of learning is connected, among other things, with General Didactics (a theory of teaching and learning) by reference to the degrees of learning, or degrees of knowledge. In contrast to the definition of learning in psychology, where it is defined as a change in behaviour, learning from the perspective of logic is defined as access to cognition, or knowledge. OTTO HANSMANN discusses teaching and learning from the constructivist - systematic perspective. The author promotes the thesis (as do many contemporaries who are in favour of introducing changes in the school system) on the need to change a paradigm which stresses teaching based on a model oriented towards learning for the purpose of increasing the success of pedagogical action in situations of school learning. The author finds theoretical support for this change in the principles of radical, methodical and social constructivism on the one hand, and in Luhmann’s theory of systems on the other. MUJO SLATINA outlines and analyses the key char

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