Od didaskalocentrycznego do interaktywnego rozumienia metod kształcenia w dydaktyce – przykład fizyki
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In the paper we discuss learning and teaching with activising methods, referring in particular to physics. From the perspective of the representational theory of mind and the classic authors in didactics, it is possible to define active learning as a process which is primarily a result of the personal readiness of the student and his activity, and to a smaller extent, of the teacher’s actions. Didascalocentrism – the focus on the actions of the teacher, rather than on the student and his environment, is the main obstacle to interactive learning and the acceleration of the cognitive process. We conduct the analysis in the context of learning physics and corresponding natural concepts in schools and other educational institutions.
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