Paradigms in the Gerontology Classroom: Connections and Challenges to Learning

Autor/in	Morgan, Leslie
Titel	Paradigms in the Gerontology Classroom: Connections and Challenges to Learning
Quelle	In: Gerontology & Geriatrics Education, 33 (2012) 3, S.324-335 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
DOI	10.1080/02701960.2012.679370
Schlagwörter	Gerontology; Course Content; Educational Gerontology; Classroom Techniques; Performance Factors; Barriers; Best Practices; Aging (Individuals); Aging Education; Interdisciplinary Approach; Teaching Methods; Outcomes of Education; Educational Practices; Inquiry; Teaching Styles; Educational Principles + Suchen Sie Ihr Suchwort? Gerontologie; Kursprogramm; Geragogics; Geragogik; Klassenführung; Leistungsindikator; Aging; Altern; Ageing education; Altenbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Bildungspraxis; Lehrstil; Unterrichtsstil; Bildungsprinzip
Abstract	The article explores paradigms for approaching course content to be studied in the classroom. These paradigms, or global views about what is of interest or importance and ways of knowing, relate to key questions in gerontology, such as what is the relevant domain/content to be studied, what is the central level of analysis or action, what are appropriate ways to gain knowledge, and how do we best address the challenges related to aging? For interdisciplinary gerontology programs, the discussion of paradigms raises the question of whether learning effectiveness and student satisfaction may suffer when the students are unaware of their own budding gerontological paradigms or when an instructor's paradigm remains unarticulated or differs from those of students. This article discusses selected paradigms inherent within gerontology education/training programs and their diverse foci, two emerging paradigms of gerontology, and potential steps to clarify these paradigms in the classroom. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10