Wiedza osobista uczniów jako punkt zwrotny w teorii i praktyce dydaktycznej

Dorota Klus-Stańska

Abstract

The article presents the students’ personal knowledge as a crucial element of the learning and teaching process. The discovery of personal knowledge by psychologists caused a paradigmatic turn in the theory of teaching. While the conceptions inspired by behaviourism do not take into consideration the personal knowledge and notice/see only the public knowledge assigned by the formal curriculum and textbooks, the constructivist conceptions place personal knowledge very high among the factors significant for the learning process. However, its status is still controversial as far as we treat it not only as a starting point for learning but as a final point determining personalisation of new knowledge as well. To explain this mechanism, the author uses the notions of „a mental gentling of the public knowledge” and „a cognitive partnership”.
Author Dorota Klus-Stańska (FSS / IE / DRChS)
Dorota Klus-Stańska,,
- Division of Research on Childhood and School
Other language title versionsPersonal knowledge as a turning point in teaching theory and practice
Journal seriesKwartalnik Pedagogiczny, ISSN 0023-5938, (N/A 20 pkt)
Issue year2019
Vol64
No1 (251)
Pages7-20
Publication size in sheets0.65
Keywords in Englishpersonal knowledge, theory of learning – teaching, school education, theory of teaching paradigms
DOIDOI:10.5604/01.3001.0013.1834
Languagepl polski
Score (nominal)20
ScoreMinisterial score = 20.0, 30-09-2019, ArticleFromJournal
Citation count*
Cite
Share Share

Get link to the record


* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.
Back