During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
This paper discusses a comparison between the basic psychological views on reflection of the most... more This paper discusses a comparison between the basic psychological views on reflection of the most eminent authors of the twentieth century: John Dewey, Donald Schön, Lev Vygotsky, Vladimir Lefebvre and Georgii Shchedrovitsky. The paper is specifically designed to bring together understandings of reflection from two different perspectives. The first perspective is that commonly seen as encompassing the Western English speaking
During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
During the 21st century, in the sphere of Science education, there has been an increasing interes... more During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interp...
This paper discusses a comparison between the basic psychological views on reflection of the most... more This paper discusses a comparison between the basic psychological views on reflection of the most eminent authors of the twentieth century: John Dewey, Donald Schön, Lev Vygotsky, Vladimir Lefebvre and Georgii Shchedrovitsky. The paper is specifically designed to bring together understandings of reflection from two different perspectives. The first perspective is that commonly seen as encompassing the Western English speaking
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