1. Home

THE REASONING BEHIND THE USE OF PRACTICAL ACTIVITIES IN THE EDUCATION OF STUDENTS WITH MODERATE/SEVERE DISABILITIES

Ilga Prudņikova, Ilona Bruveris

Abstract


This paper examines the background to the use of experiential learning with students with moderate/severe disabilities. The role of practical tasks and activities in the education of these students is an important one. There has been a change in the concept of learning, away from the behaviourist notions of teachers as purveyors of knowledge and students as passive receivers. Cognitive, humanistic, social and constructivist learning theories stress the importance of making sense or meaning from experiences. A review of current and past theories of cognitive development focusing on the role of experiential learning, the impact of the surrounding environment, active participation, scaffolding support for learning, the impact of emotions and the development of attitudes as well as the place of interaction, reflection and feedback is linked to implications for practice.

Keywords


experiential learning; practical tasks and activities; students with moderate/severe disabilities

Full Text:

PDF

References


Antoloģija, (1994). Pedagoģiskā doma Latvijā no 1890. g. līdz 1940. g. Rīga: Zvaigzne 237 lpp.

Bēkons, F. (1989). Jaunais organons. (No latīņu un angļu val. tulk. B. Cīrule). Rīga: Zvaigzne, 313 lpp.

Broks, A. (2007). Science education as life experience for life. Proceedings of 6th IOSTE Symposium for Central and Eastern Europe „Science and Technology Education in Central and Eastern Europe: Past, Present and Future”, Siauliai, Lithuania. Siauliai University Publishing House, p. 26 – 30.

Bruner, J (1966) The Process of Education: Towards a Theory of Instruction, Harvard University Press

Bruner, J. (1996). The Culture of Education. Cambridge, Masschusetts, London, England: Harvard University Press, ix, 214 p.

Čehlova, Z. (2002). Izziņas aktivitāte mācībās. Rīga: Raka, 136 lpp.

Dewey, J (1933) How We Think, NY: D.C.Heath

Dewey, J. (1974). Experience and Education. New York: Collier Books, 91 p.

Ericson, E. H. (1993). Childhood and Society, W.W. Norton& Company, publiced 1964, 447 p.

Freimanis, I. (2007). Ieskats speciālās skolas darbā. Rīga: RaKa, 271 lpp.

Gudjons, H. (1998). Pedagogijas pamatatziņas. Rīga: Zvaigzne ABC, 394 lpp.

Hēgelis, G. V. F. (1981). Filozofijas zinātņu enciklopēdija. Rīga: Zvaigzne, 118 lpp.

Komenskis, J. A. (1992). Lielā didaktika. Rīga: Zvaigzne, 232 lpp.

Kūle, M., Kūlis, R. (1998). Filozofija. Rīga: Zvaigzne ABC, 656 lpp.

Liepiņa, S. (2008). Speciālā psiholoģija. Rīga: RaKa, 397 lpp.

Loks, Dž. (1977). Eseja par cilvēka sapratni. Rīga: Zvaigzne, 125 lpp.

Piažē, Ž. (2002). Bērna intelektuālā attīstība. Rīga: Pētergailis, 318 lpp.

Rogers, C. R. (1994). Freedom to Learn: A View of What Education Might Become. Columbus: CE. Merrill Publishing, publiced 1969, x, 358 p.

Sternberg, R. J. (1985). Beyond IQ. New York: Cambridge University Press, 411 p.

Špona, A. (2001). Audzināšanas teorija un prakse. Rīga: RaKa, 162 lpp.

Tiļļa, I. (2005). Sociālkultūras mācīšanās organizācijas sistēma. Rīga: Raka, 295 lpp.

Vedins, I. (2008). Zinātne un patiesība. Rīga: Avots. 702 lpp.

Vigotskis, Ļ. (2002). Domāšana un runa. Rīga: EVE, 392 lpp.

Zelmenis, V. (2000). Pedagoģijas pamati. Rīga: RaKa, 291 lpp.

Žogla, I. (2001). Didaktikas teorētiskie pamati. Rīga: Raka, 275 lpp.

Выготский, Л.С. (2005). Психология развития человека. Москва: Изд-во Смысл; Изд-во Эксмо, 1136 с.

Гегель, Г. В. Ф. (1974). Энциклопедия философских наук в 3 тт. – Т.1. Наука логики. Москва, 452 с.

Дьюи Дж. (2000). Демократия и образование. Пер. с англ. Москва: Педагогика-Пресс, 384 c.

Дьюи, Д. (1997). Психология и педагогика мышления. Пер. с англ. Н. М. Никольской. Москва: Совершенство, 208 с.

Леонтьев, A. H. (1972). Проблемы развития психики. Москва: Изд-во МГУ, 510 – 536 c.




DOI: https://doi.org/10.17770/sie2013vol2.567

Refbacks

  • There are currently no refbacks.
Rēzeknes Tehnoloģiju akadēmija, 2016 © Atbrīvošanas aleja 115, Rēzekne, Latvija. Tālrunis: 28325368;
Jautājumus un ierosinājumus sūtiet uz helpdesk@rta.lv