« Comprendre en profondeur » : différence entre les versions
| Ligne 9 : | Ligne 9 : | ||
{{Citation|For example, some teachers believe their students should “really understand,” others desire their students to “internalize knowledge,” still others want their students to “grasp the core or essence.” Do they all mean the same thing? Specifically, what does a student do who “really understands” which he does not do when he does not understand? Through reference to the Taxonomy . . . teachers should be able to define such nebulous terms.}} (Bloom 1956 p. 1) | {{Citation|For example, some teachers believe their students should “really understand,” others desire their students to “internalize knowledge,” still others want their students to “grasp the core or essence.” Do they all mean the same thing? Specifically, what does a student do who “really understands” which he does not do when he does not understand? Through reference to the Taxonomy . . . teachers should be able to define such nebulous terms.}} (Bloom 1956 p. 1) | ||
=== | === Tentatives de définition === | ||
That the pupil be capable of predicting the behaviour of the system in a new situation is probably a quick and acceptable definition of what biologists would consider proper in-depth understanding of a biological concept. | That the pupil be capable of predicting the behaviour of the system in a new situation is probably a quick and acceptable definition of what biologists would consider proper in-depth understanding of a biological concept. | ||
Version du 4 octobre 2006 à 14:18
Cet article est en construction: un auteur est en train de le modifier.
En principe, le ou les auteurs en question devraient bientôt présenter une meilleure version.
Comprendre "en profondeur" ou Deep understanding
Introduction
Chacun s'accorde à souhaiter des apprentissages qui dépassent le simple appris par coeur , leBachotage, et cherche à développer des apprentissage en profondeur ou durables ou réels et non-scolaires.
«For example, some teachers believe their students should “really understand,” others desire their students to “internalize knowledge,” still others want their students to “grasp the core or essence.” Do they all mean the same thing? Specifically, what does a student do who “really understands” which he does not do when he does not understand? Through reference to the Taxonomy . . . teachers should be able to define such nebulous terms.» (Bloom 1956 p. 1)
Tentatives de définition
That the pupil be capable of predicting the behaviour of the system in a new situation is probably a quick and acceptable definition of what biologists would consider proper in-depth understanding of a biological concept.
Evaluation de la compréhension en profondeur
«" If students can show teachers how they have accomplished the following, then the teacher has evidence of learning. If they can "explain it, solve it, correct it, modify it, adapt it, adapt it, demonstrate it, verify, defend, justify, or critique it, connect it to other ideas and issues, and make qualified and precise judgments," then they probably know it and can do it"» (Wiggins, G.; McTighe, J. Understanding by Design. Merrill Education/Prentice Hall; Upper Saddle River, NJ: 2000., p. 2).
«"The authors argue that in developing any curriculum, an educator should prioritize the material into three levels of desired student understanding: knowledge worth being familiar with, important knowledge and skills,and enduring understanding. As suggested by its phrasing, the first level contains material that is helpful as background. The second level contains material that is necessary for students to master in order to accomplish key tasks that demonstrate full understanding of the enduring concepts at the third level. Wiggins and McTighe (2000) argue that “student learning is incomplete if the unit or a course concluded without mastery of these essentials” (p. 9). The third level contains truly key ideas, concepts we want students to “retain after they've forgotten many of the details,” ideas that “go beyond discrete facts or skills to focus on larger concepts, principles, or processes.” (p. 10)."» http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=437643
Références
- Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). The classification of educational goals. In B. S. Bloom (Ed.), Taxonomy of educational objectives (Vol. Handbook I, cognitive domain.). New York ; Toronto: Longmans, Green. .
- Wiggins, G.; McTighe, J. Understanding by Design. Merrill Education/Prentice Hall; Upper Saddle River, NJ: 2000..
--Lombardf 4 octobre 2006 à 12:16 (MEST)