Music and Cognitive Research Where Do Our Questions Come From: Where Do Our Answers Go? DSRE Working Paper No. 2.

Autor/in	Bamberger, Jeanne
Institution	Massachusetts Inst. of Tech., Cambridge.
Titel	Music and Cognitive Research Where Do Our Questions Come From: Where Do Our Answers Go? DSRE Working Paper No. 2.
Quelle	(1979), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Cognitive Processes; Cognitive Style; Discovery Learning; Educational Experiments; Educational Research; Elementary Education; Learning Processes; Music; Music Education; Speeches; Student Teacher Relationship; Teacher Education; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Entdeckendes Lernen; Schulversuch; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Learning process; Lernprozess; Musik; Musikerziehung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The paper discusses the use of music-based experiments to illuminate teachers' understanding of their own and pupils' informal ways of learning. The major objective of the paper is to help teachers understand students' learning processes. Because one central problem in academic research is that of finding the right questions, researchers should begin with the various ways children learn. In experiments, the teacher bases hypotheses on subjective awareness and interventions and then tests her hunches concerning the student's intuitive strategies. This process adds to a teacher's self-knowledge and increases understanding of the child's current knowledge and ways of learning. With this increased understanding, a teacher can help the child integrate his basic cognitive skills with the more formal basic skills used in schools. The success of these experiments is dependent upon the teacher's willingness to take risks and a realization that her own and the student's errors show cognitive work in progress. It is concluded that because music and the arts are non-threatening, they are rich in opportunities for illuminating cognitive research and research in adult learning or teacher development, by being used as a source of mediation between intuitive knowledge and the more formal skills taught in the schools. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01