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Título: | Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge |
Fecha de publicación: | 12-abr-2017 |
Palabras clave: | Inferentialism Concepts Knowledge |
Resumen: | Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building. |
Autor/es principal/es: | McCrory, Catherine |
URI: | http://hdl.handle.net/10201/53685 |
Tipo de documento: | info:eu-repo/semantics/article |
Número páginas / Extensión: | 29-44 |
Derechos: | info:eu-repo/semantics/openAccess |
Aparece en las colecciones: | Vol. 20, Núm. 2 (2017) |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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Initial Teacher Education and Professional Development international challenges and insights from History Education_ingles.pdf | 244,45 kB | Adobe PDF | Visualizar/Abrir |
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