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dc.contributor.authorHaugen, Cecilie
dc.date.accessioned2019-11-22T07:56:15Z
dc.date.available2019-11-22T07:56:15Z
dc.date.created2015-08-04T14:02:30Z
dc.date.issued2015
dc.identifier.citationEducacao & Realidade. 2015, 40 (2), 421-441.nb_NO
dc.identifier.issn0100-3143
dc.identifier.urihttp://hdl.handle.net/11250/2629958
dc.description.abstractQuestioning the Neutrality of Learning Strategies: teachers’ and pupils’ use of background knowledge. 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.nb_NO
dc.language.isoengnb_NO
dc.publisherUniversidade Federal do Rio Grande do Sulnb_NO
dc.relation.urihttp://seer.ufrgs.br/index.php/educacaoerealidade/article/view/45932/33407
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleQuestioning the Neutrality of Learning Strategies: teachers´ and pupils´ use of background knowledgenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber421-441nb_NO
dc.source.volume40nb_NO
dc.source.journalEducacao & Realidadenb_NO
dc.source.issue2nb_NO
dc.identifier.cristin1256321
dc.description.localcodeTodo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons Atribuição 4.0 Internacionalnb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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