Please use this identifier to cite or link to this item:
https://olympias.lib.uoi.gr/jspui/handle/123456789/5942Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Roth, Wolff-Michael | en |
| dc.date.accessioned | 2015-11-05T12:35:16Z | - |
| dc.date.available | 2015-11-05T12:35:16Z | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/5942 | - |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.9175 | - |
| dc.rights | Default License | - |
| dc.subject | Learning | en |
| dc.subject | Cognition | en |
| dc.subject | Perception | en |
| dc.subject | Teaching | en |
| dc.subject | Science | en |
| dc.subject | Μάθηση | el |
| dc.subject | Γνώση | el |
| dc.subject | Αντίληψη | el |
| dc.subject | Διδασκαλία | el |
| dc.title | Through the eyes of the learner | en |
| heal.type | journalArticle | - |
| heal.type.en | Journal article | en |
| heal.type.el | Άρθρο περιοδικού | el |
| heal.generalDescription | Περιέχει φωτογραφίες | el |
| heal.classification | Γνώση, Θεωρία της | el |
| heal.classification | Μάθηση--Ψυχολογία της | el |
| heal.classification | Επικοινωνία στην εκπαίδευση | el |
| heal.classification | Σχολικής τάξης περιβάλλον | el |
| heal.dateAvailable | 2015-11-05T12:36:17Z | - |
| heal.language | en | - |
| heal.access | free | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Βιβλιοθήκη και Κέντρο Πληροφόρησης | el |
| heal.publicationDate | 2011 | - |
| heal.bibliographicCitation | Βιβλιογραφία: σ. 107-108 | en |
| heal.abstract | Learning 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.numberOfPages | σ. 87-108 | el |
| heal.publisher | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών | el |
| heal.journalName | Επιστημονική επετηρίδα του Παιδαγωγικού Τμήματος Νηπιαγωγών της Σχολής Επιστημών Αγωγής του Πανεπιστημίου Ιωαννίνων; Τόμ. 4 (2011) | el |
| heal.journalType | peer-reviewed | - |
| heal.fullTextAvailability | true | - |
| Appears in Collections: | Τόμος 4 (2011) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Through the eyes of the learner.pdf | 1.69 MB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License
