Basson_Contents

							                              CONTENT



CHAPTER 1. ORDERING (ARRANGING)             LEARNING     MATERIAL
FOR THE LESSON SITUATION

1.1 INTRODUCTION
1.2 EARLIER AND EXISTING PRINCIPLES OF ORDERING
1.2.1 Principles of ordering with a point of departure in a particular
      idea of forming
      a) Formal forming as point of departure
      b) Material forming
      c) Categorical forming
      Task of the teacher
      The unique nature and structure of the subject matter
      Reducing the learning content
1,2,2 Principles of ordering emanating from particular findings of
      the psychology of becoming
1.3 PROBLEMS REGARDING ORDERING LEARNING MATERIAL
      ARISING FROM EXISTING PRACTICE
1.4 SOME REMARKS ABOUT THE LESSON STRUCTURE
1.5 SUMMARY

CHAPTER 2. THE LESSON STRUCTURE AND THE PLACE OF
THE PRINCIPLES OF ORDERING WITHIN IT

2.1   INTRODUCTION
2.2   THE LESSON SITUATION AS FORMAL TEACHING SITUATION IN
      DIDACTIC PERSPECTIVE
2.3 THE ESSENCES OF THE LESSON STRUCTURE\
2.3.1 The meaning of the word “structure”
2.3.2 The concept “being-structure”
2.3.3 Disclosing the being-structure in a lesson situation
2.4 THE SENSE OF THE BEING-STRUCTURE IN THE LESSON
      SITUATION
2.5 PRINCIPLES OF ORDERING THE LEARNING MATERIAL AS PART-
      MOMENT OF THE PLANNING STRUCTURE
2.6 SUMMARIZED THOUGHTS ABOUT THE CONCEPT “FORMAL
      DIDACTIC SITUATION”
CHAPTER 3. A THEORETICAL PENETARATION OF SOME
PRINCIPLES OF ORDERING (ARRANGING) LEARNING
MATERIAL

3.1     INTRODUCTION
3.2     LEARNING MATERIAL
3.2.1   The place and value of learning material
3.2.2   The sense of learning content
3.2.3   Formative content
3.2.4   Reducing the learning content
3.2.5   Learning content and the syllabus
        a) The concept syllabus
        b) Syllabus compilation
3.3     PRINCIPLES OF ORDERING LEARNING MATERIAL
3.3.1   The principle of core learning material and supplementary
        Programs
3.3.2   Principles with the life world of the child as point of departure
        a) Symbiotic principle of ordering
        b) Principle of local lore
        c) Principle of integration
3.3.3   The concentric principle
3.3.4   The linear principle
3.3.5   The punctual (divergent) principle
3.3.6   The chronological principle
3.4     THE CHOICE OF A PRINCIPLE OF ORDERING
3.4.1   The meaning of the didactic principle
3.4.2   The relationship between ground form, methodological
        principle and form of ordering
        a) Ground form and learning content
        b) Form of ordering and methodology

CHAPTER 4. THE UNIQUE NATURE OF PHYSICS IN
CHOOSING AND IMPLEMENTING PRINCPLES OF ORDERING

4.1 THE UNIQUE NATURE AND STRUCTURE OF PHYSICS
4.1.1 Field of study
4.1.2 Its language
4.1.3 Its validity
4.1.4 Its typical methods
4.1.5 Summary
4.2      EXAMPLES ILLUSTRATING THE IMPLEMENTATION OF CERTAIN
         PRINCIPLES
4.2.1    Introduction
4.2.2    Principle of ordering: core learning material
        Theme: The dualistic character of light
4.2.3    Principle of ordering: symbiotic
        Theme: Wave movement – longitudinal and transversal types
        of waves
4.2.4    Principle of ordering: concentric
        Theme: Wave movement – longitudinal and transversal types
        of waves
4.2.5    Principle of ordering: linear
        Theme: Wave movement – longitudinal and transversal types
        of waves
4.2.6    Principle of ordering: punctual
        Theme: The phenomenon of wave interference (light and
        sound waves)
4.2.7    Principle of ordering: chronological
        Theme: The dualistic character of light