Firsthand learning through intent participation
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.14417/ap.126 |
Resumo: | This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more-and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Firsthand learning through intent participationintent participation; formal education; motivation; communicationThis article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more-and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment.ISPA - Instituto Universitário2012-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.14417/ap.126https://doi.org/10.14417/ap.126Análise Psicológica; Vol 22, No 1 (2004); 11-31Análise Psicológica; Vol 22, No 1 (2004); 11-311646-60200870-8231reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttp://publicacoes.ispa.pt/index.php/ap/article/view/126http://publicacoes.ispa.pt/index.php/ap/article/view/126/pdfRogoff, BarbaraParadise, RuthMejía Arauz, RebecaCorrea-Chávez, MaricelaAngelillo, Cathyinfo:eu-repo/semantics/openAccess2023-05-11T10:22:34Zoai:ojs.localhost:article/126Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:51:49.648087Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Firsthand learning through intent participation |
title |
Firsthand learning through intent participation |
spellingShingle |
Firsthand learning through intent participation Rogoff, Barbara intent participation; formal education; motivation; communication |
title_short |
Firsthand learning through intent participation |
title_full |
Firsthand learning through intent participation |
title_fullStr |
Firsthand learning through intent participation |
title_full_unstemmed |
Firsthand learning through intent participation |
title_sort |
Firsthand learning through intent participation |
author |
Rogoff, Barbara |
author_facet |
Rogoff, Barbara Paradise, Ruth Mejía Arauz, Rebeca Correa-Chávez, Maricela Angelillo, Cathy |
author_role |
author |
author2 |
Paradise, Ruth Mejía Arauz, Rebeca Correa-Chávez, Maricela Angelillo, Cathy |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Rogoff, Barbara Paradise, Ruth Mejía Arauz, Rebeca Correa-Chávez, Maricela Angelillo, Cathy |
dc.subject.por.fl_str_mv |
intent participation; formal education; motivation; communication |
topic |
intent participation; formal education; motivation; communication |
description |
This article examines how people learn by actively observing and “listening-in” on ongoing activities as they participate in shared endeavors. Keen observationand listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that seems to accompany segregation of children from adult settings, in which adults “transmit” information to children. We contrast these two traditions of organizing learning in terms of their participation structure, the roles of more-and less-experienced people, distinctions in motivation and purpose, sources of learning (observation in ongoing activity versus lessons), forms of communication, and the role of assessment. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.14417/ap.126 https://doi.org/10.14417/ap.126 |
url |
https://doi.org/10.14417/ap.126 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://publicacoes.ispa.pt/index.php/ap/article/view/126 http://publicacoes.ispa.pt/index.php/ap/article/view/126/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
ISPA - Instituto Universitário |
publisher.none.fl_str_mv |
ISPA - Instituto Universitário |
dc.source.none.fl_str_mv |
Análise Psicológica; Vol 22, No 1 (2004); 11-31 Análise Psicológica; Vol 22, No 1 (2004); 11-31 1646-6020 0870-8231 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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