Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368 |
Resumo: | This article investigates educational practices aimed at equitable trainability by looking into an American project on learning strategies that is also being used in Norwegian schools. One special feature of the project is its focus on the pupils' background knowledge. The author examines how background knowledge is interpreted and used in specific classroom contexts. The variation in interpretations from both teachers and pupils demonstrates that it may be hard to channel knowledge and pedagogy in school in specific directions using the learning-strategy project in question. Furthermore, the social background of the student may influence whether legitimate background knowledge is activated and used strategically. The author argues that the research on learning strategies can be developed by drawing on perspectives from the sociology of education. |
id |
UFRGS-9_0ea71b706987638edc256a7d5dd7ca79 |
---|---|
oai_identifier_str |
oai:seer.ufrgs.br:article/53368 |
network_acronym_str |
UFRGS-9 |
network_name_str |
Educação & Realidade |
repository_id_str |
|
spelling |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledgeQuestionando a Neutralidade das Estratégias de Aprendizagem: uso dos saberes prévios por professores e alunosBackground KnowledgeEquityTrainabilityLearning StrategiesBasil Bernstein.Saberes Prévios. Equidade. Treinabilidade. Estratégias de Aprendizagem. Basil Bernstein.This article investigates educational practices aimed at equitable trainability by looking into an American project on learning strategies that is also being used in Norwegian schools. One special feature of the project is its focus on the pupils' background knowledge. The author examines how background knowledge is interpreted and used in specific classroom contexts. The variation in interpretations from both teachers and pupils demonstrates that it may be hard to channel knowledge and pedagogy in school in specific directions using the learning-strategy project in question. Furthermore, the social background of the student may influence whether legitimate background knowledge is activated and used strategically. The author argues that the research on learning strategies can be developed by drawing on perspectives from the sociology of education.Este artigo investiga as práticas educacionais, voltadas à treinabilidade equitativa, ao examinar um projeto norte-americano sobre estratégias de aprendizagem que também está sendo usado em escolas norueguesas. Uma característica especial do projeto é seu foco sobre os saberes prévios dos alunos. A autora examina como os saberes prévios são interpretados e utilizados em contextos específicos de sala de aula. A variação nas interpretações, tanto de professores como de alunos, demonstra que pode ser difícil canalizar o conhecimento e a pedagogia na escola em sentidos específicos ao usar o projeto de estratégia de aprendizagem em questão. Além disso, a origem social do estudante pode influenciar a ativação e o uso estratégico de saberes prévios legítimos. A autora defende que a pesquisa sobre estratégias de aprendizagem pode ser desenvolvida aproveitando perspectivas da sociologia da educação.FACED - UFRGS2015-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368Educação & Realidade [Education & Reality]; Vol. 40 No. 2 (2015)Educação & Realidade; v. 40 n. 2 (2015)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368/47587https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368/47588Haugen, Cecilie Ronninginfo:eu-repo/semantics/openAccess2018-03-15T18:51:58Zoai:seer.ufrgs.br:article/53368Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-03-15T18:51:58Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge Questionando a Neutralidade das Estratégias de Aprendizagem: uso dos saberes prévios por professores e alunos |
title |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
spellingShingle |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge Haugen, Cecilie Ronning Background Knowledge Equity Trainability Learning Strategies Basil Bernstein. Saberes Prévios. Equidade. Treinabilidade. Estratégias de Aprendizagem. Basil Bernstein. |
title_short |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
title_full |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
title_fullStr |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
title_full_unstemmed |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
title_sort |
Questioning the Neutrality of Learning Strategies: teachers' and pupils' use of background knowledge |
author |
Haugen, Cecilie Ronning |
author_facet |
Haugen, Cecilie Ronning |
author_role |
author |
dc.contributor.author.fl_str_mv |
Haugen, Cecilie Ronning |
dc.subject.por.fl_str_mv |
Background Knowledge Equity Trainability Learning Strategies Basil Bernstein. Saberes Prévios. Equidade. Treinabilidade. Estratégias de Aprendizagem. Basil Bernstein. |
topic |
Background Knowledge Equity Trainability Learning Strategies Basil Bernstein. Saberes Prévios. Equidade. Treinabilidade. Estratégias de Aprendizagem. Basil Bernstein. |
description |
This article investigates educational practices aimed at equitable trainability by looking into an American project on learning strategies that is also being used in Norwegian schools. One special feature of the project is its focus on the pupils' background knowledge. The author examines how background knowledge is interpreted and used in specific classroom contexts. The variation in interpretations from both teachers and pupils demonstrates that it may be hard to channel knowledge and pedagogy in school in specific directions using the learning-strategy project in question. Furthermore, the social background of the student may influence whether legitimate background knowledge is activated and used strategically. The author argues that the research on learning strategies can be developed by drawing on perspectives from the sociology of education. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368/47587 https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/53368/47588 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 40 No. 2 (2015) Educação & Realidade; v. 40 n. 2 (2015) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
_version_ |
1799766986271490048 |