Two levels of sequencing in germ learning: course and task levels

Henk Vos

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Abstract

A university course of practicals has been redesigned with the aid of fundamental principles we call germ learning. Models for knowledge construction guide the sequence of learning. The objective of the course is to learn a generality concerning the way new knowledge (including skills) is constructed and validated. The generality is introduced in a domain of prior knowledge, practised in a new domain and applied in another domain (transfer). In each domain new skills (measurements, calculations) are constructed, elements of which are provided. The results and the learning processes of good, moderate and weak students have been evaluated. It turns out that weak students fail in the last domain in which transfer is required.
Original languageEnglish
Title of host publicationEuropean Conference on Educational Research (ECER92)
Subtitle of host publicationBook of summaries, University of Twente, the Netherlands, June 22-25, 1992
EditorsTjeerd Plomp, Jules Pieters, Andries Feteris
Place of PublicationEnschede
PublisherUniversity of Twente, Department of Education
Pages228-231
Number of pages4
Volume1
ISBN (Print)90-365-0534-8
Publication statusPublished - 22 Jun 1992
EventEuropean Conference on Educational Research, ECER 1992 - University of Twente, Enschede, Netherlands
Duration: 22 Jun 199225 Jun 1992

Conference

ConferenceEuropean Conference on Educational Research, ECER 1992
Abbreviated titleECER
CountryNetherlands
CityEnschede
Period22/06/9225/06/92

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