Abstract
This article argues that: (a) Teaching astelling-that funda-mentally undervalues the abstractive nature of learning,and fails to empower students to construct their own ab-stractions. (b) Abstractions are contextualised stories aboutdiscovering-how. (c) Contextualised stories are commu-nicated more faithfully throughconstruction activities. (d)Learning conversations use teaching bottlenecks to refineour understanding of our domain of expertise, and to de-sign construction activities for teaching.
Bibliographic data
Riegler, Peter (2020). The Decoding Interview — An Exemplary Insight. Didaktik-Nachrichten (Jul. 2020), pp. 29-45.
External source
https://d-nb.info/1342433254/34
See also
German translation: Bottlenecks: Zwischen glitschigen Konzepten und starren Worten
