資料來源: Google Book
Reality by design :the rhetoric and technology of authenticity in education
- 作者: Petraglia, Joseph.
- 出版: Mahwah, N.J. : L. Erlbaum 1998.
- 稽核項: 1 online resource (xii, 202 pages) :illustrations.
- 叢書名: Rhetoric, knowledge, and society
- 標題: Education Philosophy. , EDUCATION , Philosophy. , Constructivism (Education) , Philosophy & Social Aspects. , Cognitive learning theory. , Reality. , Electronic books. , Educational technology. , Education , Authenticity (Philosophy) , EDUCATION Philosophy & Social Aspects.
- ISBN: 0805820426 , 9780805820423
- ISBN: 0805820418 , 0805820426 , 9780805820416
- 試查全文@TNUA:
- 附註: Includes bibliographical references (pages 169-183) and indexes. Chapter Introduction: Why an Interest in the Authentic? -- chapter 1 Under, Alongside, and on the Table: A Brief History of Authenticity in Education -- chapter 2 The Cognitive Evolution -- chapter 3 Constructivism and the Technology of Authentication -- chapter 4 Constructivism Lost -- chapter 5 Arguing and Educating -- chapter 6 Negotiating the Real World: Conceptual Obstacles and Opportunities for Education -- chapter 7 Conclusion: Slowing Down for the Rhetorical Turn.
- 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=24266
- 系統號: 005287336
- 資料類型: 電子書
- 讀者標籤: 需登入
- 引用網址: 複製連結
In the first paragraphs of this volume, the author identifies an "authenticity paradox": that the purported real-worldedness of a learning environment, technique, or task is so rhetorically potent that educators frequently call attention to it in pedagogical conversations to legitimize their undertakings, while at the same time, terms such as "real-world" and "authentic" do not require (and even resist) precise delineation. Using the language of authenticity as a keyhole through which to view contemporary educational theory, Petraglia draws on theories of cognition, education, and knowledge to articulate the interdisciplinarity of "constructivism" and to expose the unsettling combination of constructivism's social scientific and epistemological commitments. He argues that a full-bodied embrace of constructivist theory requires that educators forgo "knowledge as we know it" and recommends a "rhetorical" approach to constructivist instruction that recognizes the cultural, social, and behavioral practices which play an enormous role in defining learners' "real worlds." Applying this critique to the field of educational technology, the author does not merely lament constructivist theory's current shortcomings, but offers a means by which these shortcomings can be engaged and, perhaps, overcome.
來源: Google Book
來源: Google Book
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