TY - JOUR
T1 - Ascending from the Abstract to the Concrete in School Teaching the double Move between Theoretical Concepts and Children's Concepts
AU - Hedegaard, Mariane
PY - 2020
Y1 - 2020
N2 - Vasily V. Davydov's solved the problem between situated and abstract knowledge and integrated these conceptions into a connected theory of knowledge and thinking. His use of germ-cell models as a methodological tool is the key to understand this integration of abstract knowledge with the concrete complex and situated knowledge of a domain. I will show how I built on these ideas in my research of children's learning and development by presenting a design experiment I conducted. The aim in this article is to illustrate the importance but also the complexity of using germ-cell models in developmental teaching as a tool focusing on the students' activity that orient children to formulate core models as their own tool to, reflect and analyse within the complexity of concrete life scenarios. The design experiment demonstrates that a primary-substantial abstraction may be a first step in formulating germ-cell models that can evolve so different subject areas can be connected when ascending to the concrete in developmental teaching. To accomplish this, it was important to take the children's perspective in the teaching process as a 'double move' between children's motive orientation and the subject matter area. The design experiment included the subject areas of biology, history and geography focusing on the evolution of animals, the origin of man and the historical change of societies.
AB - Vasily V. Davydov's solved the problem between situated and abstract knowledge and integrated these conceptions into a connected theory of knowledge and thinking. His use of germ-cell models as a methodological tool is the key to understand this integration of abstract knowledge with the concrete complex and situated knowledge of a domain. I will show how I built on these ideas in my research of children's learning and development by presenting a design experiment I conducted. The aim in this article is to illustrate the importance but also the complexity of using germ-cell models in developmental teaching as a tool focusing on the students' activity that orient children to formulate core models as their own tool to, reflect and analyse within the complexity of concrete life scenarios. The design experiment demonstrates that a primary-substantial abstraction may be a first step in formulating germ-cell models that can evolve so different subject areas can be connected when ascending to the concrete in developmental teaching. To accomplish this, it was important to take the children's perspective in the teaching process as a 'double move' between children's motive orientation and the subject matter area. The design experiment included the subject areas of biology, history and geography focusing on the evolution of animals, the origin of man and the historical change of societies.
KW - primary substantial abstraction
KW - germ-cell
KW - theoretical knowledge
KW - developmental teaching
KW - double-move in teaching
KW - radical-local teaching and learning
U2 - 10.17759/pse.2020250504
DO - 10.17759/pse.2020250504
M3 - Journal article
VL - 25
SP - 44
EP - 57
JO - Psychological Science and Education
JF - Psychological Science and Education
SN - 1814-2052
IS - 5
ER -