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Traditioneel versus probleemgestuurd onderwijs

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Nederlands tijdschrift voor de psychologie en haar grensgebieden

Samenvatting

In het laatste decennium van de twintigste eeuw is in Nederland het secundaire onderwijs fundamenteel vernieuwd. De basisvorming, het voorbereidend middelbaar en beroepsonderwijs (vmbo) en de tweede fase met het studiehuis zijn daarvan het resultaat. De instellingen van het hoger beroepsonderwijs (hbo) zijn na 1998 overgestapt op het competentie- en vraaggerichte onderwijs. Ook in het wetenschappelijk onderwijs wordt vanaf 1998, zij het op kleinere schaal, geëxperimenteerd.

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Notes

  1. Het voorgaande betekent niet dat instructie in algemene vaardigheden nooit zin heeft. Als alles zijn ook deze vaardigheden te leren. Elke goed gedefinieerde en belangrijk geachte vaardigheid kan onderwijsdoel zijn. Maar het doel wordt alleen bereikt wanneer de algemene vaardigheid in combinatie met vakinhoudelijke kennis wordt aangeboden en dan onderscheidt zich dit onderwijs in de praktijk niet wezenlijk van het traditionele aanbod van vakgebonden kennis en vaardigheden.

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    W. Smit

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* Tiendweg 8, 3481 gt Harmelen.

Ontvangen: 25 mei 2005; geaccepteerd: 25 januari 2006.

Ontvangen: 25 mei 2005; geaccepteerd: 25 januari 2006.

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Smit, W. Traditioneel versus probleemgestuurd onderwijs. Netherlands Journal of Psychology 61, 23–29 (2006). https://doi.org/10.1007/BF03062357

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