Problem discourse of textbook

• Main Author: Pešić Jelena M.
• Format: Article
• Language: English
• Published: Drustvo Psihologa Srbije 2005-01-01
• Series: Psihologija
• Subjects: textbook; metacognition; language of thinking
• Online Access: http://www.doiserbia.nb.rs/img/doi/0048-5705/2005/0048-57050503225P.pdf

This paper deals with various reasons for treating the problematisation of textbook discourse as an important aspect of its educational design. These reasons are derived from: the nature of learning process, the nature of scientific knowledge and both motivational and cognitive saint achieved through a problematisation of learning material. Implications drawn from these considerations, along with textbook genre possibilities and constrains, lead us to define some basic strategies of textbook discourse problematisation. They refer to: way of presenting knowledge (problem structuring of text, presenting the history of knowledge and different perspectives); use of specific questions and tasks; metacognitive support of the learning process and specific type of textbook language (dialogical problem focused, language of thinking).