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Titolo:
EPILOGUE - CHOOSING TO LEARN OR NOT-LEARN IN SCHOOL
Autore:
GARNER R;
Indirizzi:
UNIV ILLINOIS,COLL EDUC,1040 W HARRISON ST CHICAGO IL 60607
Titolo Testata:
Educational psychology review
fascicolo: 2, volume: 10, anno: 1998,
pagine: 227 - 237
SICI:
1040-726X(1998)10:2<227:E-CTLO>2.0.ZU;2-Z
Fonte:
ISI
Lingua:
ENG
Keywords:
PERSONAL CONTROL; SELF-DETERMINATION; CONSTRUCTIVIST EDUCATION;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
16
Recensione:
Indirizzi per estratti:
Citazione:
R. Garner, "EPILOGUE - CHOOSING TO LEARN OR NOT-LEARN IN SCHOOL", Educational psychology review, 10(2), 1998, pp. 227-237

Abstract

As Herb Kohl has pointed out, some students learn to not-learn, refusing to pay attention in school, overriding curiosity Oaten students are trying to short-circuit a pattern of failure and humiliation. In classrooms where students have some personal control over what and how they learn, not-learning seems to occur less frequently. I discuss examples of personal control in a reinvented writing program that I studied, as well as in examples from the other gapers in this volume. Personal control, or self-determination, is an important component in integrated, constructivist education.

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Documento generato il 08/07/20 alle ore 07:47:46