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JOHN DEWEY’S EDUCATIONAL THEORY AND EDUCATIONAL IMPLICATIONS OF HOWARD GARDNER’S MULTIPLE INTELLIGENCES THEORY

2016·Elena Achkovska Leshkovska, Suzana Miovska Spaseva

International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)·Cilt 2016/4-legacy-2608, Sayı 2

Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: …

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Providing a Rationale for Promoting Argument-Based Inquiry Approach to Science Education: A Deweyan Pragmatist Aesthetics Perspective

2013·Sevket Benhür Oral

Mevlana International Journal of Education·Cilt 2012/2-legacy-228, Sayı 3

Argumentation in science education is a well-established and successful research programme. Key theoretical underpinnings of this approach come from situated cognition perspective, the theory of communicative action and the sociocultural perspective, language studies and social semiotics, philosophy of science studies, …

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JOHN DEWEY’NİN EĞİTİME BAKIŞI ÜZERİNE YENİ BİR YORUM

2011·Merih Tekin BENDER

Ahi Evran Üniversitesi Kirsehir Egitim Fakültesi Dergisi·Cilt 2005/6, Sayı 1

Bu çalışmada, ünlü pedagog John Dewey’nin eğitim anlayışı, Türk eğitim sistemi ile ilişkilendirilerek değerlendirilmektedir. Dewey pragmatist felsefeyi eğitime uygulamıştır. Ona göre; eğitim, yaşam boyu süren bir eylemdir. Bu yüzden en etkili öğrenme, yaparak ve yaşarak edinilir. Çocuğun doğal yapısı, bireysel …