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Article de revue:
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ID no. (ISBN etc.): 0020-4277
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Clé de citation BibTeX: Spector2001
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Spector, M. J. (2001). Philosophical implications for the design of instruction. Instructional Science, 29(4), pp. 381–402.
Ajoutée par: Sterenn Audo 2008-02-06 15:03:27
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Catégories: apprentissage, Full text
Descripteurs: EDUCATION, epistemology, instructional design, Learning, Learning Theory, philosophical implications, Philosophies, philosophy of education, TEACHING, Teaching Methods
Auteurs: Spector
Collection: Instructional Science
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Nombre de vues: 364
Popularité: 33.06%
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Résumé
There is a long history connecting philosophy and learning that dates at least back to Plato's dialogues and includes such distinguished modern scholars as Dewey, Piaget, and Vygotsky. More recently the discussion about the relationship between philosophy and learning has arisen in the context of constructivism. Given the long history and prominence of this discussion, it is perhaps worthwhile to revisit foundational concerns linking philosophical perspectives and learning theory, and to explore what implications may exist for the design of instruction. The argument presented in this article is that there are philosophical implications for the design of instruction, and, further, that they are poorly understood and not applied consistently. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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