Lerarenopleidingen Science en Wiskunde/Rekenen

Ervaring tot theorie Experience to theory

Tijdschrift voor Didactiek van de Beta-wetenschappen, uitgegeven door het Freudenthal Instituut, Universiteit Utrecht in de periode 1983-2014

Vogelezang, M. J.

Tijdschrift voor Didactiek van de Beta-wetenschappen
1985 – 3(2), 108-123

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Education is conceived as a continuing discussion between learners and teacher, in the course of which subject-matter is being constructed. But such a discussion is only possible if the participants are talking on the same level. Therefore theoretical conceptions should not be offered to the learners before they have had enough experiences. In this way theory serves to understand experiences in a logical context. Because of the difference in attitude towards the subject-matter between learner and teacher, the latter should be careful about the introduction of the molecule-atom theory. Very often learners think of atoms as being a reality in space and time. Thus misconceptions arise, as a result of which learners misunderstand their teacher and textbooks. A gap is observed between the language used by the learner and the one the teacher is using. In that case, productivity can no longer be expected from the learner. To bridge this gap, the teacher should carefully take into account the learner’s point of view and experiences. Putting the introduction of modern scientific knowledge forward must be considered with great care. Otherwise modern conceptions may become empty containers only and not a vehicle for the learner’s experiences.

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