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ERIC Number: EJ960121
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1360-1431
Connecting Domains in Concept-Context Learning: A Model to Analyse Education Situations
Koski, Marja-Ilona; Klapwijk, Remke; de Vries, Marc
Design and Technology Education, v16 n3 p50-61 2011
The use of context-concept education alongside existing approaches is valuable. In this article we introduce a three-domain model for concept-context learning that supports both the design process as well as the idea of concept learning. The model shows how practical and abstract knowledge should be combined to improve context-concept learning. The model acknowledges the dual nature of products and the need to relate practical, concrete experiences to causal explanations. It distinguishes three domains: the social context, the concrete product and the abstract knowledge domain. Here, the model is used to analyze, explain and suggest improvements for training primary school teachers in the Netherlands. The research data from the in-service teacher training show how continuous movement between the three domains is needed to develop creative, socially relevant solutions. The training would be better aimed towards the needs of the learner if the connection between the theory, concrete experiences with products and the social context is made more visible and inviting. (Contains 3 tables and 5 figures.)
Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands