Zusammenfassung
Der Erwerb von Wissen (»knowledge acquisiton«) ist wohl die wichtigste Zieldimension der meisten Bildungsprozesse. Wird im Kontext von Schule, Hochschule und Weiterbildung der Begriff »Lernen« gebraucht, so bezieht er sich typischerweise auf Wissenserwerb. Insofern wird im Folgenden Lernen synonym mit Wissenserwerb gebraucht.
Zu gelungenem Wissenserwerb trägt eine Vielzahl von Faktoren bei. Dieser Beitrag konzentriert sich auf das Was und Wie des Wissenserwerbs aus kognitiver Perspektive. Man kann sagen, nur die proximal am Wissenserwerb beteiligten Faktoren und Prozesse werden betrachtet. Für andere wichtige Faktoren, die hier nur am Rande oder gar nicht behandelt werden können, etwa Vorwissen und Intelligenz (► Kap. 2), Selbststeuerung der Lernenden (► Kap. 3), Motivation (► Kap. 7 und 8) oder Unterricht (► Kap. 4, 5 und 6), wird auf die entsprechenden Kapitel dieses Lehrbuchs verwiesen.
Im Folgenden wird zunächst die Frage geklärt, welche Wissensarten in diesem Zusammenhang von besonderer Bedeutung sind (► Abschn. 1.1). In ► Abschn. 1.2 werden drei grundlegende theoretische Perspektiven rekonstruiert und deren Implikationen für die Analyse und Förderung des Wissenserwerbs diskutiert. Wichtige Lernarten werden in ► Abschn. 1.3 besprochen. Abschließend wird noch kurz das Verhältnis zwischen Lernprozessen und Instruktion (Unterricht, instruktionales Design von Lernmaterial und Lernumgebungen) erörtert.
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Renkl, A. (2009). Wissenserwerb. In: Wild, E., Möller, J. (eds) Pädagogische Psychologie. Springer-Lehrbuch. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-88573-3_1
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