Situations and Forms of teaching-learning

Authors

  • Michel Brossard

DOI:

https://doi.org/10.24452/sjer.23.3.4612

Abstract

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

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.