Review article
Knowledge Worth Knowing – Knowledge Worth Teaching
Dijana Vican
; Sveučilište u Zadru Odjel za pedagogiju
Full text: croatian pdf 793 Kb
page 231-237
downloads: 1.962
cite
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Retrieved from https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, no. 2, 2007, pp. 238-238. https://hrcak.srce.hr/118293. Accessed 21 May 2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, no. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), pp. 238-238. Available at: https://hrcak.srce.hr/118293 (Accessed 21 May 2024)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [cited 2024 May 21];4(2):238-238. Available from: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, no. 2, pp. 238-238, 2007. [Online]. Available: https://hrcak.srce.hr/118293. [Accessed: 21 May 2024]
Full text: english pdf 469 Kb
page 238-238
downloads: 304
cite
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Retrieved from https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, no. 2, 2007, pp. 238-238. https://hrcak.srce.hr/118293. Accessed 21 May 2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, no. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), pp. 238-238. Available at: https://hrcak.srce.hr/118293 (Accessed 21 May 2024)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [cited 2024 May 21];4(2):238-238. Available from: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, no. 2, pp. 238-238, 2007. [Online]. Available: https://hrcak.srce.hr/118293. [Accessed: 21 May 2024]
Full text: german pdf 469 Kb
page 239-239
downloads: 259
cite
APA 6th Edition
Vican, D. (2007). Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja, 4 (2), 238-238. Retrieved from https://hrcak.srce.hr/118293
MLA 8th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja, vol. 4, no. 2, 2007, pp. 238-238. https://hrcak.srce.hr/118293. Accessed 21 May 2024.
Chicago 17th Edition
Vican, Dijana. "Knowledge Worth Knowing – Knowledge Worth Teaching." Pedagogijska istraživanja 4, no. 2 (2007): 238-238. https://hrcak.srce.hr/118293
Harvard
Vican, D. (2007). 'Knowledge Worth Knowing – Knowledge Worth Teaching', Pedagogijska istraživanja, 4(2), pp. 238-238. Available at: https://hrcak.srce.hr/118293 (Accessed 21 May 2024)
Vancouver
Vican D. Knowledge Worth Knowing – Knowledge Worth Teaching. Pedagogijska istraživanja [Internet]. 2007 [cited 2024 May 21];4(2):238-238. Available from: https://hrcak.srce.hr/118293
IEEE
D. Vican, "Knowledge Worth Knowing – Knowledge Worth Teaching", Pedagogijska istraživanja, vol.4, no. 2, pp. 238-238, 2007. [Online]. Available: https://hrcak.srce.hr/118293. [Accessed: 21 May 2024]
Abstract
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.
Keywords
knowledge; propositional knowledge; procedural knowledge; tacit knowledge; knowledge organisation and structure; education
Hrčak ID:
118293
URI
https://hrcak.srce.hr/118293
Publication date:
21.12.2007.
Article data in other languages:
croatian
german
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