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- 저자 : ( Sara Ashworth ) (검색결과 1 건)
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The Spectrum of Teaching Styles from a Cognitive Perspective
( Sara Ashworth ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1
Purpose: This presentation is based on an empirical study designed to offer both a theoretical understanding and a practical application of Mosston’s Spectrum of Teaching Styles with emphasis on its universal structure and its cognitive network. Recently there has been an intense global emphasis on creativity by corporations, business, and education and this singular focus has resulted in cultural biases that value teaching for creativity versus an understanding, even an appreciation, of other teaching approaches that trigger different thinking processes and human attributes. An explanation of the three thinking processes--memory, discovery, and creativity--will be presented. The theoretical base for this study is Mosston and Ashworth’s Spectrum of Teaching Styles, which is a comprehensive approach to teaching and learning that has been continuously researched for 50 years. This theory links the various factors in teaching into a unifying framework. This study links cognition- its structure, options, diversity, implementation, and implications- to specific teaching approaches. Reinforcing the possibilities in thinking is what teachers are professionally asked to do but without a framework this task can be daunting. The focal points: The links between the General Flow of Conscious Thinking, the three thinking processes, and individual cognitive operations are presented. Different teaching styles reinforce different thinking capacities in each process. Different discovery teaching styles are presented and new understandings about a link between creativity and memory are identified. Additionally, new developments are raised about the influence of creativity to the Spectrum’s Developmental Channels. Findings: Several finding were revealed. First and most simply stated, creativity can be encouraged and fostered. Second, the current lure of creativity is addicting. Therefore, attention needs to be given to the global emphasis placed on creativity so that it does not narrow our view of other thinking processes which are equally important for individuals and society. A rather surprising notion about creativity resulted from this theoretical investigation: it was found that creativity, which is defined as an unexpected response, a deviation from the norm, a novel or unique thought or idea, is not anchored in any one specific set of cognitive operations, like the other two thinking processes. Rather, creativity is a subjective expression of uniqueness that can be expressed in any cognitive operation. This unique viewpoint means that creativity is not reserved for the select few but rather for any thinking individual who has the cognitive capacity and the emotional security to risk producing ideas that are beyond the known, beyond the expected and beyond predictable responses.
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