Lernen zwischen freiem und instruiertem Tätigsein

• Other Authors: Hildebrandt, Elke (Editor), Peschel, Markus (Editor), Weißhaupt, Mark (Editor)
• Format: eBook
• Published: Bad Heilbrunn Verlag Julius Klinkhardt 2014
• Subjects: Lernen; Lehrerausbildung; Lehrerbildung; Lernwerkstatt; Hochschule; Professionalisierung; Pädagogisches Handeln; Lernprozess; Instruktion; Lernort; Lernumgebung; Lernmethode; Wahlfreiheit; Konstruktion; Konstruktivismus; Lernbegleitung; Hochschulbildung; Forschendes Lernen; Entdeckendes Lernen; Primarbereich; Vorschulalter; Praxisbezug; Spielerisches Lernen; Lernforschung; Lernaktivität; Lernpsychologie; Elementarbildung; Lernform; Experiment; Schweiz; Deutschland; Learning; Teacher education; Teacher training; Teachers' training; Learning workshop; Higher education institute; Professionalization; Learning process; Educational setting; Educational Environment; Learning environment; Learning method; Learning techniques; Freedom of choice; Construction (Process); Higher education; University level of education; Discovery learning; Primary education; Primary level; Pre-school age; Preschool age; Practice relevance; Learning by playing; Research on learning; Learning Activities; Learning psychology; Psychology of learning; Early childhood education and care; Form of learning; Switzerland; Germany; Playing; Practice; Academic studies
• Online Access: Get fulltext

 Starting from an examination of the concept of being active - as a prerequisite for learning processes - this volume discusses the significance of freely chosen versus instructed activities and places them in the contexts of teaching and learning workshop work. The juxtaposition of instructed and free activity challenges us to determine more precisely the relationship between instruction and successful construction in the interaction between learning facilitator and learner. This applies to work in learning and research workshops, in learning labs and in learning in the "normal" seminar room or classroom. All in all, the question arises: Can the activity of discovering, researching, practice-oriented and cross-discipline learning be made one's own in such a way that it becomes habitual learning? And: should it do so at all?