Bottlenecks: From Static Words to Slippery Concepts: Difference between revisions
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==Abstract== | ==Abstract== | ||
This article argues that: (a) 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== | ||
Revision as of 15:10, 23 April 2025
Abstract
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
Riegler, Peter (2020). The Decoding Interview — An Exemplary Insight. Didaktik-Nachrichten (Jul. 2020), pp. 29-45.
External source
https://d-nb.info/1342433254/34
See also
German translation: Bottlenecks: Zwischen glitschigen Konzepten und starren Worten