Authentic Community Based Learning in New York City: an Holistic Model using the Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science
Authentic Community Based Learning in New York City: an Holistic Model using the Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science
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DOI：
10.15640/jehd.v6n4a5
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Lauren B. Birney;Denise McNamara
中科院分区：
文献类型：
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作者：
Lauren B. Birney;Denise McNamara
教育工作者在试图确定什么对学生有用时，不断寻求难以捉摸的灵丹妙药。无论环境如何——城市或乡村、精英或贫困、主流、自给自足或CTT、传统或进步，教育者的主要目标是通过相关、重要且位于学生兴趣领域的内容来吸引学生的注意力。对于驱动学习的因素，每位教育哲学家都有自己独特的见解，但许多人都指出了被称为建构主义的密切联系的现实世界地位。杜威、皮亚杰、维果茨基、蒙台梭利和布鲁纳都提出了这样的观点：儿童通过内化生活中的经历并从这些经历中创造意义来学习或构建他们的知识。孩子以前的知识体系有助于将新信息塑造成可以认知消化的明显意义。
Educators continue to seek the elusive silver bullet when trying to determine what will work for their students. Regardless of the setting – urban or rural, elite or poverty stricken, mainstream, self-contained or CTT, traditional or progressive, the main goal of the educator is to grab the students’ attention with content that is relevant, vital and situated in the students’ realm of interest. Each of the educational philosophers has their unique spin on what drives learning but many point to the real-world position of the germane connection known as constructivism. Dewey, Piaget, Vygotsky, Montessori and Bruner all toted the idea that children learn, or construct their knowledge, by internalizing experiences in their lives and making meaning from these experiences. The child’s previous body of knowledge helps to shape the new information into palpable meaning that can be cognitively digested.