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Problem-Based Learning: the Emergence of New Scripts and Roles for Teachers to Render Epistemic Practices Transparent
Vocations and Learning ( IF 1.9 ) Pub Date : 2018-12-03 , DOI: 10.1007/s12186-018-09215-8
Karen Jensen , Helge I. Strømsø

A lack of alignment between professional practice and education has triggered the move to alternative educational models, often with detailed scripts and templates to be followed. Among these are variants of problem/case-based models, where learners are challenged to achieve professionally desired learning outcomes and acquire knowledge and skills in their respective disciplines by encountering real-life situations as the stimulus and focus of their learning activities. A characteristic of these diverse models is that their scripts have been based on theories and understandings of what constitutes good learning and teaching in general. This article reports on a study conducted among law students that uses a script which focuses on the core ‘know-how’ of the legal profession. To examine the merits of this approach with respect to actionable knowledge, we employ perspectives from Knorr Cetina’s practice-theoretical lens. Particular attention is paid to how students are introduced to and learn the three archetypes of epistemic practices that Knorr Cetina identifies as central for members of expert cultures. The results from the study not only show that these practices were developed but also detail what is important in this respect. Thus, the article addresses calls in this journal for more research on how connections between school and work for professionals can be enhanced.

中文翻译:

基于问题的学习:新脚本的出现和教师角色的透明化呈现

专业实践与教育之间缺乏一致性,导致人们转向了替代教育模式,通常要遵循详细的脚本和模板。这些是基于问题/案例的模型的变体,在这些模型中,学习者将遇到现实情况作为学习活动的刺激和焦点,因此他们要获得专业期望的学习成果并获得各自学科的知识和技能。这些多样化模型的一个特点是它们的脚本基于对什么构成一般学与教的理论和理解。本文报道了在法律系学生中进行的一项研究,该研究使用的脚本侧重于法律专业的核心“诀窍”。为了检验这种方法在可操作知识方面的优点,我们采用了克诺尔·塞蒂纳(Knorr Cetina)的实践理论视角的观点。特别要注意的是如何向学生介绍和学习克诺尔·塞蒂纳(Knorr Cetina)所确定的三种认知实践原型,它们是专家文化成员的中心。该研究的结果不仅表明这些实践已得到发展,而且还详细说明了这方面的重要意义。因此,本文针对该期刊中的电话进行了研究,以进一步研究如何增强专业人士在学校与工作之间的联系。特别要注意的是如何向学生介绍和学习克诺尔·塞蒂纳(Knorr Cetina)所确定的三种认知实践原型,它们是专家文化成员的中心。该研究的结果不仅表明这些实践已得到发展,而且还详细说明了这方面的重要意义。因此,本文针对该期刊中的电话进行了研究,以进一步研究如何增强专业人士在学校与工作之间的联系。特别要注意的是如何向学生介绍和学习克诺尔·塞蒂纳(Knorr Cetina)所确定的三种认知实践原型,它们是专家文化成员的中心。该研究的结果不仅表明这些实践已得到发展,而且还详细说明了这方面的重要意义。因此,本文针对该期刊中的电话进行了研究,以进一步研究如何增强专业人士在学校与工作之间的联系。
更新日期:2018-12-03
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