Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts

Ingrid Lindahl; Hansjörg Hohr

Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts

Ingrid Lindahl, Hansjörg Hohr

Forskningsoutput: Konferensbidrag › Arbetsdokument (paper)

Sammanfattning

The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.

Originalspråk	Engelska
Status	Publicerad - 2003

Nationell ämneskategori

Pedagogik (50301)

Fingeravtryck

Fördjupa i forskningsämnen för ”Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts”. Tillsammans bildar de ett unikt fingeravtryck.

Citera det här

@conference{add9a2f453024f3da5be6673e3edfe9a,

title = "Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet K{\"o}penhavn. 6th-9th marts",

abstract = "The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.",

author = "Ingrid Lindahl and Hansj{\"o}rg Hohr",

year = "2003",

language = "English",

}

TY - CONF

T1 - Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts

AU - Lindahl, Ingrid

AU - Hohr, Hansjörg

PY - 2003

Y1 - 2003

N2 - The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.

AB - The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.

M3 - Paper

ER -