Confrontations between different cognitive fields and restructuring a relationship to knowledge among vocational teachers.

Autor/in	Lazar, Anne
Titel	Confrontations between different cognitive fields and restructuring a relationship to knowledge among vocational teachers.
Quelle	Aus: Lasonen, Johanna (Hrsg.): Reforming upper secondary education in Europe. Surveys of strategies for post-16 education to improve the parity of esteem for initial vocational education in eight european educational systems. Jyväskylä: Inst. for Educational Research, Univ. (1997) S. 131-132Verfügbarkeit
Beigaben	Literaturangaben 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildung; Vergleichende Forschung; Kognitionspsychologie; Kognitive Entwicklung; Berufsschule; Bildung; Erkenntnis; Frankreich; Lehrer; Technik; Unterrichtsmethode; Kognitive Entwicklung; Forschungsprojekt; Vergleichende Forschung; Europäische Union; Lehrer; Erkenntnis; Wissenstransfer; Unterrichtsmethode; Audiovisuelles Medium; Berufsschule; Technik; Europäische Union; Forschungsprojekt; LEONARDO (Förderung kohärenter Entwicklung beruflicher Bildung); Frankreich
Abstract	'Raison graphique' is a common concept used in research based on a comparative approach to cognitive learning and teaching styles in vocational schools. The notion of 'raison graphique' was introduced by Jean Bazin and Alban Bensa, who based the concept on the ideas that Jack Goody presented in his book 'The domestication of the savage mind [in French 'La raison graphique']. The 'raison graphique' is related to the graphical and textual representation of technological knowledge. This concept describes how the writing process shapes our way of making sense of knowledge. The core hypothesis involved a strong link between the teaching of the technological 'raison graphique' and the hierarchy among the different teaching contents. In vocational schools, 'raison graphique' acts as a key modifying factor upon the very status of knowledge and its links with both teachers and students. Thus it turns out to be a central issue. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)