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Bottlenecks: From Static Words to Slippery Concepts: Difference between revisions

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==Abstract==
==Abstract==
This article argues that: (a) Teaching astelling-that funda-mentally undervalues the abstractive nature of learning,and fails to empower students to construct their own ab-stractions. (b) Abstractions are contextualised stories aboutdiscovering-how. (c) Contextualised stories are commu-nicated more faithfully throughconstruction activities. (d)Learning conversations use teaching bottlenecks to refineour understanding of our domain of expertise, and to de-sign construction activities for teaching.
This article argues that: (a) Teaching as ''telling-that'' fundamentally undervalues the abstractive nature of learning, and fails to empower students to construct their own ab-stractions. (b) Abstractions are contextualised stories about ''discovering-how.'' (c) Contextualised stories are communicated more faithfully through ''construction activities''. (d)''Learning conversations'' use teaching bottlenecks to refine our understanding of our domain of expertise, and to design construction activities for teaching.


==Bibliographic data==
==Bibliographic data==
<span style="color: #000000">Riegler, Peter (2020). The Decoding Interview — An Exemplary Insight.</span> <span style="color: #000000">[[Didaktiknachrichten 07-2020|Didaktik-Nachrichten (Jul. 2020)]], pp. 29-45.</span>
<span style="color: #000000">Palfreyman, N.  (2020). Bottlenecks: From Static Words to Slippery Concepts.</span> <span style="color: #000000">[[Didaktiknachrichten 07-2020|Didaktik-Nachrichten (Jul. 2020)]], pp. 29-45.</span>


==External source==
==External source==

Latest revision as of 15:15, 23 April 2025

Abstract[edit | edit source]

This article argues that: (a) Teaching as telling-that fundamentally undervalues the abstractive nature of learning, and fails to empower students to construct their own ab-stractions. (b) Abstractions are contextualised stories about discovering-how. (c) Contextualised stories are communicated more faithfully through construction activities. (d)Learning conversations use teaching bottlenecks to refine our understanding of our domain of expertise, and to design construction activities for teaching.

Bibliographic data[edit | edit source]

Palfreyman, N. (2020). Bottlenecks: From Static Words to Slippery Concepts. Didaktik-Nachrichten (Jul. 2020), pp. 29-45.

External source[edit | edit source]

https://d-nb.info/1342433254/34

See also[edit | edit source]

German translation: Bottlenecks: Zwischen glitschigen Konzepten und starren Worten‏‎

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