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dc.contributor.authorRoth, Wolff-Michaelen
dc.date.accessioned2015-11-05T12:35:16Z-
dc.date.available2015-11-05T12:35:16Z-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/5942-
dc.identifier.urihttp://dx.doi.org/10.26268/heal.uoi.9175-
dc.rightsDefault License-
dc.subjectLearningen
dc.subjectCognitionen
dc.subjectPerceptionen
dc.subjectTeachingen
dc.subjectScienceen
dc.subjectΜάθησηel
dc.subjectΓνώσηel
dc.subjectΑντίληψηel
dc.subjectΔιδασκαλίαel
dc.titleThrough the eyes of the learneren
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο περιοδικούel
heal.generalDescriptionΠεριέχει φωτογραφίεςel
heal.classificationΓνώση, Θεωρία τηςel
heal.classificationΜάθηση--Ψυχολογία τηςel
heal.classificationΕπικοινωνία στην εκπαίδευσηel
heal.classificationΣχολικής τάξης περιβάλλονel
heal.dateAvailable2015-11-05T12:36:17Z-
heal.languageen-
heal.accessfree-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Βιβλιοθήκη και Κέντρο Πληροφόρησηςel
heal.publicationDate2011-
heal.bibliographicCitationΒιβλιογραφία: σ. 107-108en
heal.abstractLearning tends to be theorized, in research and curriculum practice, from the perspective of the known and seen, as is apparent in the idea that learners intentionally “construct” knowledge. We need to ask, however, how students who do not know the learning object (what the teacher wants them to know) can orient towards this unknown, unseen, and therefore unforeseen knowledge. The purpose of this paper is to bring the problematic of this learning paradox into sharp relieve by drawing on empirical examples from my research in a variety of settings. I then exhibit some core aspects of my findings, which, most importantly, highlight (a) the simultaneously active and passive aspects involved in any (perceptual) learning and (b) how the world and the objects it contains becomes independent of perception. I conclude by articulating some of the advantages that come with theorizing learning from the perspective of the learner – i.e., the perspective of the learning object as unknown, unseen, and unheard-of – including the often-forgotten emotional component.-
heal.numberOfPagesσ. 87-108el
heal.publisherΠανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγώνel
heal.journalNameΕπιστημονική επετηρίδα του Παιδαγωγικού Τμήματος Νηπιαγωγών της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Ιωαννίνων; Τόμ. 4 (2011)el
heal.journalTypepeer-reviewed-
heal.fullTextAvailabilitytrue-
Appears in Collections:Τόμος 4 (2011)

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