Psychological Problems of School to School Transition
After more than a century the discussion reiterates. Some authors tell us that drill and practice offers a primary and solid basis for insightful learning, while others claim that meaningful, interactive and reflective learning are the core processes. Students should, after all, understand how and why they act the way they do.
Kohnstamm conceived the transition problem, at first, as a selection (test) problem, but in later years he saw it more and more as an educational problem. Moreover, he recommended, it is useful to construct scholastic tasks, while school directors should be trained in composing reliable reports about the capacities of the students. He preferred elaborating qualitative assessments of thinking processes instead of using merely static, quantitative rankings (Gauss). After a century of discussion and educational research, the problem of the transition has not, in many important aspects, been solved. We are still confronted, and probably not only in the Netherlands, with serious selection and transition problems with all the consequences for educational equity and equal chances in education for especially minority groups in our society.
Keywords: associative versus conceptual learning; educational equity; introspection; learnability of cognitive achievements and insights; reflection; scholastic tests; selection and minority groups; transition question as an educational problem
Document Type: Research Article
Publication date: 01 June 2017
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