Teaching as a Natural Cognitive Ability: Implications for Classroom Practice and Teacher Education

Strauss, Sidney

doi:10.1017/cbo9780511610400.016

Cited by 51 publications

(63 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to Olson and Bruner (1996) and Strauss (2005), all teachers would therefore believe in "folk pedagogy". Teaching would be a set of activities designed with the aim of producing learning in others, starting from the beliefs that the "others" do not possess certain knowledge or only possess it partially, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…Teaching would be a set of activities designed with the aim of producing learning in others, starting from the beliefs that the "others" do not possess certain knowledge or only possess it partially, i.e. there is intentionality (Strauss, 2005;Ziv & Frye, 2004;Ziv, Solomon, & Frye, 2008), which is evaluated to determine both whether the student has learned or attained the aims of the curriculum, and whether the quality of teaching is appropriate (Black & Wiliam, 1998;Crooks, 1988;Hill, 2000). Between the traditional teaching standpoint at conservatories, where the teacher is in charge of transmitting knowledge to the student (Hallam, 1998), and -in the words of Musumeci (2005) -the "more humanly compatible" position according to which the teaching of music is based on the student constructing his/her knowledge (Andrews, 2004;Eley, 2006), there is a wide range of conceptions regarding what is taught, what is learned and how both the processes and the product of playing an instrument are evaluated.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The older, the wiser?Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

López-Íñiguez

Pozo

Dios

2013

Psychology of Music

View full text Add to dashboard Cite

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: knowledge needed for producing the correct sound. Our main aim is to study the conceptions of teaching-learning held by 53 teachers of string instruments at elementary levels, and to test how they are affected by the variable teaching experience (in three groups: a) less than 7 years; b) 7 to 14 years, and c) more than 14 years). We also want to determine whether these conceptions give rise to consistent profiles in three different pedagogical dimensions: teaching, learning and evaluation.We collected data by means of a multiple choice questionnaire, and applied cluster analysis, correlations, ANOVA and post hoc tests. In agreement with prior research, we found three distinct profiles in the answers to the whole questionnaire: direct, interpretative and constructive; although teachers' beliefs were more constructive regarding teaching and evaluation than regarding learning. In contrast to much research on teaching expertise in different domains, younger teachers tended to focus their teaching beliefs to a greater extent on their students, and therefore hold more complex positions regarding teaching and learning music.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The older, the wiser?Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

López-Íñiguez

Pozo

Dios

2013

Psychology of Music

View full text Add to dashboard Cite

show abstract

“…In the opposite pole, our results also indicate that it is possible to find very naïve and simplistic conceptions among the most adult students, that is, among those explicitly instructed in didactics and pedagogy (Strauss, 2005). In fact, as Table 5 reveals, more than 20% of Group III students were not classified within the constructive profile.…”

Section: -Discussion and Conclusionmentioning

confidence: 63%

“…In a recent book, Pozo and his colleagues (2006) Vosniadou, 1994), and models about knowledge acquisition grounded in the implicit/explicit cognitive perspective (e.g., Karmiloff-Smith, 1992;Pozo, 2003;Rodrigo, Rodríguez, & Marrero, 1993;Strauss, 2005).…”

Section: 1-implicit Theories As a Framework To Investigate Learninmentioning

confidence: 99%

“…This framework was called implicit theories approach (for some publications in English, see Authors, 2010;Scheuer, Pozo, de la Cruz, & Baccalá, 2001;Scheuer, de la Cruz, Pozo, Huarte, & Sola, 2006). The influences of several well-established research lines can be easily identified in this approach, with postulates coming from theory of mind (e.g., Wellman, 1990), personal epistemologies (e.g., Hofer & Pintrich, 2002), conceptual change in specific domains (e.g., Vosniadou, 1994), and models about knowledge acquisition grounded in the implicit/explicit cognitive perspective (e.g., Karmiloff-Smith, 1992;Pozo, 2003;Rodrigo, Rodríguez, & Marrero, 1993;Strauss, 2005).…”

Section: 1-implicit Theories As a Framework To Investigate Learninmentioning

confidence: 99%

See 1 more Smart Citation

Piano students' conceptions of learning, teaching, assessment, and evaluation

Bautista

Pé

rez-Echeverría

et al. 2012

Estudios de Psicología

View full text Add to dashboard Cite

El acceso a la versión del editor puede requerir la suscripción del recurso Access to the published version may require subscription 1 Estudios de Psicología, 2012, 33 (1), 79-104 (preprint) Piano students' conceptions of learning, teaching, assessment and evaluation BAUTISTA, A.; PÉREZ ECHEVERRÍA, M.P., POZO, J.I. y BRIZUELA, B AbstractArtistic domains of knowledge, such as music performance, have not raised the interest of researchers focused on intuitive conceptions and conceptual change. By adopting the frame of implicit theories, this article addresses the conceptions of learning and instruction held by students at professional music conservatories. More specifically, our aims were to study the conceptions of learning, teaching, and assessment/evaluation held by piano students at three developmental/instructional levels, and analyze whether their conceptions constituted theoretically consistent profiles. The participants, 215 students of Intermediate and Tertiary levels, were selected according to three levels of the combined variable "Age / Level of Instruction." Data was collected through a multiple-choice questionnaire, and analyzed with descriptive and non-parametric methods. The findings suggested that: a) students' conceptions tend to be more sophisticated as their age and education level increase; b) each developmental/instructional group is typically associated to different conceptions; c) three increasingly sophisticated profiles of conceptions can be identified among these students. Implications for conceptual change research and limitations of the study are discussed, and further lines of research are suggested.Keywords: Conceptual change; Implicit Theories; Conceptions; Music students Concepciones de estudiantes de piano sobre el aprendizaje, la enseñanza y la evaluación ResumenLos dominios de conocimiento artístico, como la interpretación musical, no han despertado el interés de los investigadores en concepciones intuitivas y cambio conceptual. Adoptando el marco de teorías implícitas, este estudio aborda las concepciones sobre el aprendizaje y la instrucción mantenidas por estudiantes de conservatorios profesionales de música. Específicamente, nuestros objetivos fueron estudiar las concepciones sobre aprendizaje, enseñanza, evaluación/acreditación 2 mantenidas por estudiantes de piano de tres niveles evolutivo/educativos, y analizar si dichas concepciones constituían perfiles teóricamente consistentes. Los participantes, 215 estudiantes de Grado Medio y Superior, fueron seleccionados de acuerdo a tres niveles de la variable combinada "Edad / Nivel de Instrucción". Los datos fueron recogidos mediante un cuestionario de opción múltiple, y analizados mediante métodos descriptivos y no-paramétricos. Los resultados sugieren que: a) las concepciones de estos estudiantes tienden a ser más sofisticadas a medida que avanza su edad y nivel educativo; b) cada grupo evolutivo/educativo está típicamente asociado a diferentes concepciones; c) entre los estudiantes pueden identificarse tres perfiles de co...

show abstract

References

2010

Dynamic Assessment, Intelligence and Measurement

View full text Add to dashboard Cite

Teaching as a Natural Cognitive Ability: Implications for Classroom Practice and Teacher Education

Cited by 51 publications

References 27 publications

The older, the wiser?Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

The older, the wiser?Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

Piano students' conceptions of learning, teaching, assessment, and evaluation

References

Contact Info

Product

Resources

About