Lernen in Bewegung
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- Herausgeber
- Nuissl von Rein, Ekkehard
- Titel
- Lernen in Bewegung
- Zeitschrift
- DIE Zeitschrift für Erwachsenenbildung
- Ausgabe
- 1/2011
- Ort
- Bielefeld
- Verlag
- wbv
- Zitierlink
-
http://www.die-bonn.de/id/9133
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse. - Abstract
-
Aus der Lernforschung wissen wir: Das Erlernen komplexer geistiger Prozesse bildet das Gehirn anhand von Strategien nach, die es beim Erlernen motorischer Prozesse erfolgreich verankern konnte. Oder anders: Wer gut jongliert, hat gute Chancen, Projekte erfolgreich zu
steuern. Doch dies ist nicht der einzige Zusammenhang von Lernen und Bewegung. Im Heft erwarten Sie Lern-Perspektiven der Neurowissenschaften und der Erlebnispädagogik, die auf körperlicher Bewegung gründen. Daneben darf es aber auch an der inneren Bewegung nicht fehlen. Denn nur die vermag uns aus der »Selbstlähmung« zu führen (Arnold).
Inhalt
27
(PDF)
Walk, Laura
Bewegung formt das Hirn
Lernrelevante Erkenntnisse der Gehirnforschung
Movement shapes the brain: findings of brain research bearing relevance to learning
This article provides an overview of what influence athletics and movement has on brain processes. Based on several studies, it is shown that various forms of movement cause numerous types of adaptation at the cellular, molecular and neurochemical level which influence emotional, social and cognitive processes. It is also noted that by the same token there are gradual differences in these factors at various ages in life.
This article provides an overview of what influence athletics and movement has on brain processes. Based on several studies, it is shown that various forms of movement cause numerous types of adaptation at the cellular, molecular and neurochemical level which influence emotional, social and cognitive processes. It is also noted that by the same token there are gradual differences in these factors at various ages in life.
30
(PDF)
Schaefer, Gerhard
Den Gedächtnisteppich weben
Zickzack-Bewegungen zwischen Assoziation und Wissen
Weaving the ‘carpet of memories’: a zigzag movement between association and knowledge
This article presents a didactical strategy in the form of »zigzag learning« which works on the basis of a constant linkage between free associative learning elements (sporadic learning) with a logically structured content (systematic learning). A »carpet of memory« is woven in this zigzag movement which is propitious for learning efficacy. The strategy is presented using an example from school biology class, but can be easily adapted to forms of teaching conveying knowledge in adult education. The strategy has been developed on the basis of brain biology research.
This article presents a didactical strategy in the form of »zigzag learning« which works on the basis of a constant linkage between free associative learning elements (sporadic learning) with a logically structured content (systematic learning). A »carpet of memory« is woven in this zigzag movement which is propitious for learning efficacy. The strategy is presented using an example from school biology class, but can be easily adapted to forms of teaching conveying knowledge in adult education. The strategy has been developed on the basis of brain biology research.
34
(PDF)
Arnold, Rolf
Lernen als Weg aus der Selbstlähmung
Learning as a way out of »self-paralysis«
In this article learning is understood as an ‘emergence’-like movement in which people put their own patterns of learning into movement. This movement is illustrated using the example of South American businessperson. Special attention is devoted in the article to the learning movement is inhibited by: experiences of the past, recollections and emotions. The key to overcoming this ‘self-paralysis’ is a method of targeted cognitive self-observation which the author understands as a variation of individual emotional competence. For the area of education, this once again poses the challenge of making it possible for individuals to successfully ‘emerge’.
In this article learning is understood as an ‘emergence’-like movement in which people put their own patterns of learning into movement. This movement is illustrated using the example of South American businessperson. Special attention is devoted in the article to the learning movement is inhibited by: experiences of the past, recollections and emotions. The key to overcoming this ‘self-paralysis’ is a method of targeted cognitive self-observation which the author understands as a variation of individual emotional competence. For the area of education, this once again poses the challenge of making it possible for individuals to successfully ‘emerge’.
37
(PDF)
Heckmair, Bernd; Michl, Werner
Bewegung und Erlebnis als Nährboden des Lernens
Movement and experience as the breeding ground of learning
From the perspective of experiential pedagogic the two authors develop an outline for experience and action-oriented practice in adult education. They examine in detail the hypotheses confirmed by brain research that the body is the actual site of human learning. This allows them to create the basis for a didactical setting conducive to learning which is heavily based on physical body-related experience in nature and in the community.
From the perspective of experiential pedagogic the two authors develop an outline for experience and action-oriented practice in adult education. They examine in detail the hypotheses confirmed by brain research that the body is the actual site of human learning. This allows them to create the basis for a didactical setting conducive to learning which is heavily based on physical body-related experience in nature and in the community.
44
(PDF)
Heuer, Klaus
Der vergessene Wanderstock
Ein Fundstück aus dem Nachlass von Franz Pöggeler
The forgotten walking stick. A find from the legacy of Franz Pöggeler
This article presents an object from the historical archive of the Deutsches Institut für Erwachsenenbildung – a walking stick which has been passed down by Robert von Erdberg, Walter Hofmann and Rudolf Reuter among the protagonists of the »Hohenrodter Bund« which was found in the legacy of Franz Pöggeler. By tracing how this object was handed down, it is possible to illustrate continuities in the history of adult education.
This article presents an object from the historical archive of the Deutsches Institut für Erwachsenenbildung – a walking stick which has been passed down by Robert von Erdberg, Walter Hofmann and Rudolf Reuter among the protagonists of the »Hohenrodter Bund« which was found in the legacy of Franz Pöggeler. By tracing how this object was handed down, it is possible to illustrate continuities in the history of adult education.
46
(PDF)
Fürstenau, Bärbel
Concept Maps im Lehr-Lern-Kontext
Concept maps in the teaching-learning context
Concept maps are understood to mean two-dimensional structural presentations of knowledge or information in the form of a network. This article explains the principle of the concept map, including in relation to the mind map, and sums up results of teaching-learning research for its use. Readers find out what purposes concept maps can be used for (e.g. knowledge diagnostics), how their learning efficacy is assessed and what factors can boost this.
Concept maps are understood to mean two-dimensional structural presentations of knowledge or information in the form of a network. This article explains the principle of the concept map, including in relation to the mind map, and sums up results of teaching-learning research for its use. Readers find out what purposes concept maps can be used for (e.g. knowledge diagnostics), how their learning efficacy is assessed and what factors can boost this.