Valcke thema 6 Begrippenlijst
Begrippen : Van een constructivistische visie op leren naar het ontwerpen van instructiePC :You can search this list by hitting CTRL + F
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| Abstracte leerstijl 261 | |
| Abstracte representative E-moderating 287 | |
| (zie symbolische representatie) 257-259 | |
| Accommodatie 244 | |
| Anchored instruction 267, 270-272 | |
| Assimilatie 244 | |
| Casusmethode 200 | |
| Coach/coaching 256-257, 284 e.v. | |
| CIS (Concreet, iconic, symbolisch) 257 | |
| Cognitief constructivisme 238-240 | |
| Cognitieve conflicten 260 | |
| Cognitive apprenticeship 273-275 | |
| Collaborative learning 278 e.v Experiential learning 259 e.v. | |
| Cooperative learning versus collaborative learning 279 | |
| Community of practice 265-268 | |
| Compensatie 244 | |
| Computer Based Collaborative Learning CSCL 282 e.v | |
| Computer game 290 | |
| Concrete leerstijl 261 | |
| Concrete representatie 249, 257 | |
| Constructionisme 256 | |
| Constructivisme 237 | |
| Construeren 241 | |
| Context 265, 292 | |
| Conversationeel 241 | |
| Cross-age peer tutoring 284-288 | |
| Cultuur 246, 251 | |
| Curriculum scripts 286 | |
| Dialectic tension 262 | |
| Dialectisch constructivisme 239 | |
| Internaliseren 246 | |
| Leeromgeving 257, 289, | |
| Leerstijl 260-262 | |
| Legitimate peripheral participation 266 | |
| Living knowledge 248-249 | |
| Logisch-wiskundige kennis 243 | |
| Logo 289 | |
| Manipulatietools 293 | |
| Mediation 247 | |
| Mindtool 294 | |
| Model 252 | |
| Modeling/modeleren 284, 296 | |
| Nativisme 243 | |
| Open leeromgeving OLO 291 | |
| Peer tutoring 284-288 | |
| Perturbatie 244 | |
| Probleemgestuurd ondervv^ijs 297-303 | |
| Proj ectondersteuningstools 293 | |
| Prompting – 286 | |
| Psychological tooi 246 | |
| Pumping 286 | |
| Reflectieve leerstijl 261 | |
| Regulatie 244 | |
| Same-age peer tutoring 284-288 | |
| Samenwerkend leren 278 e.v | |
| Samenwerkingstools/Communicatietools 293 | |
| Scaffolding 246, 257, 274, 284, 294 | |
| Scientific knowledge 248 | |
| Scripting 282 | |
| Sharing multiple perspectives 241 | |
| Discovery learning 2501 | |
| Enactieve representaties 249 | |
| Endogeen constructivisme 239 | |
| Equilibratie 244 | |
| Experiential learning model 259 | |
| Experimentele leerstijl 261 | |
| Expert 273 | |
| Everyday knowledge 247-248 | |
| Ervaringscyclus 260 | |
| Ervaringsgericht leren 259 e.v. | |
| Exogeen constructivisme 239 | |
| Externaliseren 246 | |
| Facilitator PGO 301 | |
| Fysisch-empirische kennis 243 | |
| Games 290 | |
| Gevalsmethode 299 | |
| Groepswerk 278 e.v. | |
| Guided practice 251 | |
| Hinting 286 | |
| Historical inquiry 255 | |
| Iconische representaties 249, 257-259 | |
| Inerte kennis 265 | |
| Informatiebronnen OLO 293 | |
| Informatietools 293 | |
| Inquiry learning 253 | |
| Instructionisme 256 | |
| Interactie 250,256 | |
| Internal speech 247 | |
| Self- en peer-assessment 281 | |
| Situated action 264-266 | |
| Situated cognition 264-266 | |
| Situated learning 264-266 | |
| Sociaal constructivisme 238-240, | |
| Sociaal-cuturele theorie 245 | |
| Sociale kennis 243 | |
| Social periphery 266 | |
| Social speech 247, 263 | |
| Sociale context 265 | |
| SOI 294 | |
| Spiral curriculum 253 | |
| SpHcing 286 | |
| Stolen knowledge 266 | |
| Student tutoring 288 | |
| Summarizing 286 | |
| Symbolische representaties 249, 257-259 | |
| Taakanalyse 301 | |
| Tacit knowledge 273 | |
| To start cold 301 | |
| Tools OLO 294 | |
| Verwerkingstools 293 | |
| Tutor/tutoring 284-288 | |
| Virtuele bedrijven: mini-ondernemingen, | |
| virtual companies 275-278 | |
| Webquest 253-254 | |
| Zelfontdekkend leren 250 | |
| Zevensprong 302 | |
| Zone of proximate development 246 | |
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