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Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge

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dc.contributor.authorMcCrory, Catherinees
dc.date.accessioned2017-07-13T12:10:21Z
dc.date.available2017-07-13T12:10:21Z
dc.date.issued2017-04-12es
dc.description.abstractUsing the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building.en_EN
dc.formatapplication/pdfes
dc.format.extent29-44es
dc.identifier.urihttp://hdl.handle.net/10201/53685
dc.languagespaes
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subjectInferentialismen_EN
dc.subjectConceptsen_EN
dc.subjectKnowledgeen_EN
dc.titleUsing a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
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Revista ElectrĆ³nica Interuniversitaria de FormaciĆ³n del Profesorado, REIFOP Vol. 20, NĆŗm. 2 (2017)