Introduction Information and resources available through this site fall into two broad categories; i.e., for: i) Teaching & Learning (T&L) and ii) Action Research (AR) (AR). I believe that, because teaching and learning are so contextual - i.e., so dependent on myriad factors in particular teaching and learning situations - particular ideas and resources for teaching and learning must be used in concert with ongoing action research; that is, a continuous process of reflecting and attempting to improve teaching and learning. |
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Resources provided are related to the model for teaching and learning at right. The approach is based on constructivist learning principles, about which more information is provided @ Constructivism. The model also addresses two broad aspects of the curriculum; that is:
More information about these two broad categories is available @ Learning Domains. Fundamental to use of the model at right also is a model for control of learning developed by Roger Lock. This model (shown in the lower left at right) analyzes lessons according to teacher (TD) or student (SD) control of procedures and teacher (CE) or student (OE) control of conclusions. More information about Lock's model is given @ Control of Learning. |
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Deciding what students should learn in a school programme is a complex matter. An inevitable question is, 'Whose interests would be served by having students learn certain ideas, develop certain skills, etc.?' Given that governments often must attempt to appease those who support them, it is apparent public schooling may be used as a mechanism for supplying business and industry with workers and consumers. More information and links to relevant resources about domains of learning are provided @ Goals & Rationale for S&T Education. Apart from this very political aspect of curriculum decision making, various authors have recommended a number of ways to categorize what students might learn. Some refer to learning in the cognitive (mental), the psychomotor (manipulative) and the affective (e.g., attitudinal) domains. This would apply to all subject areas. For science education, Derek Hodson (1998) suggests students need to make progress in three domains; i.e., they need to learn:
However, more broadly, these three categories can be reduced to just two overall domains of learning, as adopted by the National Curriculum for England & Wales (DfE, 1995): i) Conceptual Learning (i.e., Concepts & STSE outcomes), and ii) Procedural Learning (i.e., Skills). These also form the basis of the teaching and learning model above and relevant resources linked to this site. |
Lock's grid is useful in understanding the model for teaching and learning above. Although details of use of Lock's grid with this model are given on related Web pages linked to this one, some general principles are:
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