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ERIC Number: ED452240
Record Type: Non-Journal
Publication Date: 2001
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0281-9864
Development of Competence in Dynamic Learning Environments. No. 79.
Bierschenk, Inger
Perspective Text Analysis is a way to measure competence by measuring the strategy of synthesizing, which intelligence tests or questionnaires cannot measure. This paper proposes the use of Perspective Text Analysis in the study of instructional materials. Perspective Text Analysis has been applied in various learning environments, and the results have shown the ways in which people adapt their thinking and action to situational constraints. Previous research has confirmed that the quality of instructional materials is crucial for the development of competence. Perspective Text Analysis can be used to analyze text materials for their conceptual relations so that they can govern learning situations. A theory of the construction of materials for the humanities and social sciences is also proposed as a new field of research. The starting point for studies in this field is a test that contains materials grouped according to the degree of difficulty in comprehension. The degrees of difficulty are related to three commonly accepted scientific models that build on the conceptual relations of behaviorism, cybernetics, and Gestalt psychology. Texts related to these models have been analyzed and their quality determined through Perspective Text Analysis. The materials can be compared with texts written by students as a way of defining the students' knowing or competence. The final part of this paper provides examples of prototypical studies in this area, showing some possible lines to follow when one wishes to introduce a humanistically based theory of materials into learning and judgment situations. (Contains 68 references.) (Author/SLD)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Lund Univ. (Sweden). Cognitive Science Research.; Copenhagen Univ. (Denmark).