Pregledni rad
Knowledge Worth Knowing – Knowledge Worth Teaching
Dijana Vican
; Sveučilište u Zadru Odjel za pedagogiju
Puni tekst: hrvatski pdf 793 Kb
str. 231-237
preuzimanja: 2.162
citiraj
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Preuzeto s https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, br. 2, 2007, str. 238-238. https://hrcak.srce.hr/118293. Citirano 22.12.2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, br. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), str. 238-238. Preuzeto s: https://hrcak.srce.hr/118293 (Datum pristupa: 22.12.2024.)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [pristupljeno 22.12.2024.];4(2):238-238. Dostupno na: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, br. 2, str. 238-238, 2007. [Online]. Dostupno na: https://hrcak.srce.hr/118293. [Citirano: 22.12.2024.]
Puni tekst: engleski pdf 469 Kb
str. 238-238
preuzimanja: 350
citiraj
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Preuzeto s https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, br. 2, 2007, str. 238-238. https://hrcak.srce.hr/118293. Citirano 22.12.2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, br. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), str. 238-238. Preuzeto s: https://hrcak.srce.hr/118293 (Datum pristupa: 22.12.2024.)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [pristupljeno 22.12.2024.];4(2):238-238. Dostupno na: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, br. 2, str. 238-238, 2007. [Online]. Dostupno na: https://hrcak.srce.hr/118293. [Citirano: 22.12.2024.]
Puni tekst: njemački pdf 469 Kb
str. 239-239
preuzimanja: 305
citiraj
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Preuzeto s https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, br. 2, 2007, str. 238-238. https://hrcak.srce.hr/118293. Citirano 22.12.2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, br. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), str. 238-238. Preuzeto s: https://hrcak.srce.hr/118293 (Datum pristupa: 22.12.2024.)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [pristupljeno 22.12.2024.];4(2):238-238. Dostupno na: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, br. 2, str. 238-238, 2007. [Online]. Dostupno na: https://hrcak.srce.hr/118293. [Citirano: 22.12.2024.]
Sažetak
The introductory part of the history of knowledge explains knowledge augmentation. Knowledge is defined as common human experience that enters education systems in forms of knowledge structured according to sciences and scientific disciplines. In traditional education, knowledge worth knowing is propositional and procedural knowledge. Its structure in formal education is substantive and syntactic. Approaches to knowledge structures are focused on the past, the present, or the future. Those premises are the bases for the author’s discussion on knowledge worth knowing in the context of modern education changes and when faced with the organisation and reorganisation of propositional and procedural knowledge, the meaning of tacit knowledge, the meaning and goals of education and approach to students, as well as with learning and teaching. The conclusion refers to both scientific and practical aspect of pedagogy and pedagogues.
Ključne riječi
knowledge; propositional knowledge; procedural knowledge; tacit knowledge; knowledge organisation and structure; education
Hrčak ID:
118293
URI
https://hrcak.srce.hr/118293
Datum izdavanja:
21.12.2007.
Podaci na drugim jezicima:
hrvatski
njemački
Posjeta: 5.171
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