如何促进学校的持续学习

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2022-10-01 DOI:10.1026/0049-8637/a000258
Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer
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引用次数: 6

摘要

摘要创造持久的知识是教育的一个重要目标。但是,学生们在下一次课堂作业之后,又能保留多少他们在学校学到的知识呢?学校教学是否适合创造持久的知识和技能?教师能做些什么来促进持久知识的学习?我们对这些问题的研究进行了选择性概述。关于持久学习的两种理论是有意义的学习和可取的学习困难。我们建议将这两种方法的思想结合起来,发展一个全面的持久学习理论,并概述研究应该澄清的问题,以实现这样的理论。
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How to Promote Lasting Learning in Schools
Abstract. Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
期刊最新文献
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