Výukové situace rozvíjející kompetenci k řešení problémů: teoretický model jako východisko pro analýzu výuky
| Title in English | Learning situations that develop a problem-solving competence: a theoretical model as a base for an instruction analysis |
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| Authors | |
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Web | http://pages.pedf.cuni.cz/pedagogika/?p=11622&lang=cs |
| Doi | http://dx.doi.org/10.14712/23362189.2016.248 |
| Field | Pedagogy and education |
| Keywords | learning situation; problem-oriented learning situation; learning task; problem-oriented task; problem-solving competence |
| Attached files | |
| Description | Accent on the development of competences as main goals of education may be regarded as an opportunity to strengthen constructivist principles in teaching. The development of competences for problem-solving inclines to constructivist principle by its very nature. The goal of this theoretical study is to present a model of an ideal teaching situation in which problem-solving competence is developed in the pupils. A situation of this kind must be based on problem-orientated learning, the core of which is a learning task containing a problem that is not completely structured. The starting-points set out in the introductory part of the study are reflected in the model then described. Following the logic of our conception of the teaching situation the model is divided into three areas – core, external and internal situational circumstances. The core consists of the problem-orientated learning exercises/tasks. The internal situational circumstances are formed by the psycho-didactic transformation represented by the activities of the teacher and the cognitive transformation created by the activities of the pupils. The external situational circumstances describe that which the teacher and pupils have brought with them into the whole process and needs to be consciously brought to light. Using the theoretical model we can not only describe the present state of aff airs but at the same time improve understanding of what our focus should be in putting together problem-centred learning tasks, and diagnosing the most frequent mistakes in the exploitation of teaching situations that develop competences in problem-solving. The theoretical model will serve as a basis for our researhc instrument. |
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