OPAC - Artikel Jurnal & Majalah

Nama Pengarang	:	-
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	4-15
Abstraksi Narasi	:	In their recent exchange, Anderson, Reder, and Simon (1996, 1997) and Greeno (1997) frame the conflicts between cognitive theory and situated learning theory in terms of issues that are primarily of interest to educational psychologists. We attempt to broaden the debate by approaching this discussion of perspectives against the background of our concerns as educators who engage in classroom-based research and instructional design in collaboration with teachers. We first delineate the underlying differences between the two perspectives by distinguishing their central organizing metaphors. We then argue that the contrast between the two perspectives cannot be reduced to that of choosing between the individualand the social collective as the primary unit of analysis. Againts this background, we compare the situated viewpoint we find useful in our work with the cognitive approach advocated by Anderson et al. by focusing on their treatments of meaning and instructional goals. Finally, we consider the potential contributions of the two perspectives to instructional practice by contrasting their deffering formulations of the relationship between theory and practice.

Nama Pengarang	:	Kuhn, Deanna , Peter McLaren, Cobb, Paul, Janet Bowers, Gerald K. LeTendre, Richard M.Ingersoll
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	16-25
Abstraksi Narasi	:	The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. Most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. The developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual development in children and adolescents. It identifies three forms of second-order cognition (meta-knowing)-metacognitive,metastrategic, and epistemological-that constitute an essential part of what develops cognitively to make critical thinking possible.

Nama Pengarang	:	-
Nama Majalah/Jurnal	:	Educational Researcher
Volume / Nomor Edisi	:	-
Nomor Halaman	:	4-13
Abstraksi Narasi	:	Reconceptualized curriculum theorizing is characterized by efforts to distance curriculum theory far from school practice. The characterization of the ``reconceptualization`` of the curriculum field as a shift from focus on developing curriculum to a preeminent concern for understanding curriculum and the proclivity to consider virtually all phenomena of life experience as acceptable subjects of curriculum inquiry are examples of a willingness to divorce curriculum theorizing from school practice. Rationales for explicity distancing theory far from practice have been advanced, as well. This essay documents and explains these three manifestations of the theory-practice split in reconceptualized curriculum stdies; evaluates this split againts Dewey`s educational theory, the obligations of professional schools to practicng professionals, and the ideal of the land-grant university; assesses selected recent proposals for reconceptualized curriculum practice; and suggests implications of the bifurcation of theory and practice for the curriculum field and for schooling. The theory-practice split advocated in reconceptualized curriculum theorizing is regarded as detrimental to the academic field of curriculum and to the prospect for improving curriculum practice in schools.

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