Review article
Contextual approach to teaching and learning in compulsory technical education
Damir Purković
orcid.org/0000-0002-2046-3972
; Faculty of Humanities and Social Sciences, University of Rijeka, Rijeka, Croatia
Jožica Bezjak
; Faculty of Teacher Education, Koper, Slovenia
Abstract
Current technical education is, as a result of dynamic social,
technological and production relationships, faced with problems of successfully achieving teaching goals and objectives. Problems are expressed as a lack of adaptive and anticipatory student competencies, which may be negatively reflected in the progress of the economy and society as a whole. A constructivist approach to learning and teaching is intruding as an efficient philosophical,
psychological, and pedagogic background of modern education which, by implementing strategies of active learning, can prevent these problems. When implementing a constructivist approach to teaching, an important subdivision would be the teaching context i.e. contextual approach to learning and teaching. Due to aforementioned it was necessary to distinguish meaning of the context in relation to learning and teaching and focussing on those elements of teaching
and learning, relevant for a basic technical education. In this regard, this paper elaborates the determination of the basic terms of contextual teaching and learning, the teaching context and a contextual approach to teaching. It also sets out to review theoretical partiality and scientific research, relevant for contextual learning and teaching in the philosophy of technical education instruction. Focused elements, approaches and good practice constitute the backbone of the contextual approach to teaching of the basic technical education.
Keywords
contextual approach to teaching; contextual teaching and learning; instructional context; basic technical education; technology education
Hrčak ID:
143874
URI
Publication date:
17.7.2015.
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