The anthropology of didactics and learning

• Definitions of learning (and teaching) are sometimes made on the basis of references outside and above the immediate classroom event. The didactic questions phrased in terms of what, How and Why. The curriculum, policies and the various substances when these issues are preserved and problematized. At the same time, there is the school's reality in the classrooms, but more as a recipient of this problem. This reality can be the starting point of a self-sustaining reflection emanating from teachers and students and their actual situation. This is approaching it as the terms "implementing the field" where I want to continue the discussion. How do we get a different perspective on What, How and Why based on teachers ' practice? Are these questions at all realistic to ask (in practice) and what answers can you expect? What is an example for teaching science content from a student's perspective? And how is the issue from the teacher's perspective in the practical stage?

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

didactics

anthropology

learning

NIT

apprentices in context

complexity

theory

pedagogical triads

teaching

triads

Publikations- och innehållstyp

vet (ämneskategori)

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