Das Hirn der Studierenden Dialogisches Lernen statt obrigkeitlicher Lehre
A wide range of initiatives are aimed at the "sovereign teaching" that dominates universities and their lecture-oriented learning formats. Dissatisfied with low learning yield, dialogically designed learning processes are demanded. Klaus Günther's neurobiological perspective shows wh...
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Format: | Electronic Book Chapter |
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Leverkusen-Opladen
Verlag Barbara Budrich
2019
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Online Access: | DOAB: download the publication DOAB: description of the publication |
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100 | 1 | |a Günther, Klaus |4 auth | |
245 | 1 | 0 | |a Das Hirn der Studierenden |b Dialogisches Lernen statt obrigkeitlicher Lehre |
260 | |a Leverkusen-Opladen |b Verlag Barbara Budrich |c 2019 | ||
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520 | |a A wide range of initiatives are aimed at the "sovereign teaching" that dominates universities and their lecture-oriented learning formats. Dissatisfied with low learning yield, dialogically designed learning processes are demanded. Klaus Günther's neurobiological perspective shows what is missing from the official learning constellation and what is possible in the dialogical learning constellation: teachers and learners meet in close communication and empathic proximity. Emotional pushing forces are generated in the learner's brain, on which the transfer of learning inputs depends on short-term memory to long-term memory. This is the only way to achieve a high learning yield - even when using digital media. | ||
520 | |a Gegen die an Hochschulen dominante "obrigkeitliche Lehre" und ihre vorlesungsorientierten Lernformate richten sich vielfältige Initiativen. Unzufrieden mit geringem Lernertrag werden dialogisch angelegte Lernprozesse eingefordert. In der neurobiologischenn Perspektive von Klaus Günther zeigt sich, was der obrigkeitlichen Lern-Konstellation fehlt und was in der dialogischen Lern-Konstellation möglich wird: Es treffen sich Lehrpersonen und Lernende in Nah-Kommunikation und empathischer Nähe. Im Gehirn der Lernenden werden emotionale Schubkräfte erzeugt, von denen die Übertragung der Lerninputs vom Kurzzeitgedächtnis zum Langzeitgedächtnis abhängt. Nur so entsteht - auch unter Einsatz digitaler Medien - ein hoher Lernertrag. | ||
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653 | |a Students | ||
653 | |a brain | ||
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856 | 4 | 0 | |a www.oapen.org |u https://library.oapen.org/bitstream/20.500.12657/23515/1/9783847412328.pdf |7 0 |z DOAB: download the publication |
856 | 4 | 0 | |a www.oapen.org |u https://library.oapen.org/bitstream/20.500.12657/23515/1/9783847412328.pdf |7 0 |z DOAB: download the publication |
856 | 4 | 0 | |a www.oapen.org |u https://directory.doabooks.org/handle/20.500.12854/30243 |7 0 |z DOAB: description of the publication |