Didactical structures as an outcome of research on teaching–learning sequences?

By P. Lijnse. 2004

146 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a8d0575f03ff35269a42840fb293f7922a4a4248

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. T. Wubbels
2. Aslı Sezen
3. Richard A. Duschl
4. Seungho Maeng

In Education

1. T. Wubbels
2. Aslı Sezen
3. Richard A. Duschl
4. Seungho Maeng
5. P. D. den Brok

Citations in the corpus

• Learning progressions and teaching sequences: a review and analysis (2011, background): “The scenario of didaktical structure is implemented, closely monitored, put to the test, revised and, finally, ends up with a rather detailed domain-specific theory for teaching a particular topic (Lijnse & Klaassen, 2004 ).”
• An international perspective on classroom management: what should prospective teachers learn? (2011, background): “An interesting example is the problem posing approach in science education (Klaassen, 1995 ; Lijnse & Klaassen, 2004 ) that demonstrates how familiarity with student thought processes can help teachers develop meaningful, motivational curricular materials.”
• Systems Modelling and the Development of Coherent Understanding of Cell Biology (2008, unknown): “In order to actively engage students in their own learning process, we chose a problem‐posing approach , which involves students on a content‐related basis (Klaassen, 1995 ; Lijnse & Klaassen, 2003 ).”