Situations and Forms of teaching-learning
DOI:
https://doi.org/10.24452/sjer.23.3.4612Abstract
Within a socio-historical framework, the author endeavors to clarify the specificity of human understanding. He proposes alternative criterion for the determination of «the degree of formality» of different teaching-learning situations. This allows a disclosure of the distinctive features of these school conditions as formal situations. This analysis leads the author to some investigation into contextual cognition’s contribution to didactic research.
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Published
2018-07-18
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Thematic contribution
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Brossard, M. (2018) “Situations and Forms of teaching-learning”, Swiss Journal of Educational Research, 23(3), pp. 423–438. doi:10.24452/sjer.23.3.4612.