New EncounterNewencounterThe new en

New Encounter
New
encounter
The new encounter in the model is new in the sense that it is a further
experience that occurs in a particular social and cultural context. In formal
learning, the new encounter usually occurs within a school context, and is
presented by the teacher as part of a pre-planned set of experiences and
teaching strategies. Depending on the teaching strategy, the learner may be
directly involved with the encounter individually or in small groups, or
indirectly as part of the whole class. The learner attends to it because of
social expectations within that context. A new encounter in elementary
science might be a puzzling problem presented by the teacher, or preferably
a demonstration or student activity that leads to new problems
and activities that can be investigated. After the encounter, there would
normally be several lessons where these problems and activities are
investigated.
In a methods class, a new encounter would usually be planned for each
session. It would normally focus on one or two key aspects of curriculum
(such as a learning theory, a science concept, or a teaching approach). An
advanced organizer (Ausubel, 1968) may be used to focus the prospective
teachers’ thinking such as, “Today we are looking at using discrepant
events to initiate a unit of work in science.” This would be followed by an
actual discrepant science event demonstration and subsequent student
investigations.

Hasil (Bahasa Indonesia) 1:

New EncounterNewencounterThe new encounter in the model is new in the sense that it is a furtherexperience that occurs in a particular social and cultural context. In formallearning, the new encounter usually occurs within a school context, and ispresented by the teacher as part of a pre-planned set of experiences andteaching strategies. Depending on the teaching strategy, the learner may bedirectly involved with the encounter individually or in small groups, orindirectly as part of the whole class. The learner attends to it because ofsocial expectations within that context. A new encounter in elementaryscience might be a puzzling problem presented by the teacher, or preferablya demonstration or student activity that leads to new problemsand activities that can be investigated. After the encounter, there wouldnormally be several lessons where these problems and activities areinvestigated.In a methods class, a new encounter would usually be planned for eachsession. It would normally focus on one or two key aspects of curriculum(such as a learning theory, a science concept, or a teaching approach). Anadvanced organizer (Ausubel, 1968) may be used to focus the prospectiveteachers’ thinking such as, “Today we are looking at using discrepantevents to initiate a unit of work in science.” This would be followed by anactual discrepant science event demonstration and subsequent studentpenyelidikan.