O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce

Grażyna Szyling


In the considerations undertaken in the text I focus on the popular model of feedback, which is assigned the power of transforming teaching into effective learning. I assume that feedback – similarly to each didactic activity or means – is a social and cultural construct, and this is why in the analyses I refer to the multiplicity of theoretical educational concepts and the practical dimension and social context of tertiary education. This embeds the approach taken in the interpretative reasoning on didactics and the critical view on the considerations implemented. Results from the analyses problematise many didactic issues related to feedback, particularly the fact that they reflect its complex relationships with the establishment of educational objectives and limitations in it being associated with the creation of students’ cognitive autonomy. I do not determine the direction of changes that might occur in the Polish tertiary education, yet I draw attention to it being strongly rooted in normative didactics, solidified by adopted system solutions.
Author Grażyna Szyling (FSS / IE / DRChS)
Grażyna Szyling,,
- Division of Research on Childhood and School
Other language title versionsOn feedback and its relationship to learning. Towards didactic reflection on the perspective of change in academic education in Poland
Journal seriesKwartalnik Pedagogiczny, ISSN 0023-5938, (C 10 pkt)
Issue year2018
No3 (249)
Publication size in sheets0.75
Keywords in Englishfeedback, learning, tertiary education, setting learning goals, paradigmatic change in academic didactics
Languagepl polski
Score (nominal)10
ScoreMinisterial score = 10.0, 24-07-2019, ArticleFromJournal
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