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Life-long learning in the perspective of primary school education

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

Life-long learning in the perspective of primary school education. / Rossbach, Hans Guenther.
in: International Journal of Phytoremediation, Jahrgang 21, Nr. 1, 01.01.2000, S. 73-88.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Harvard

Rossbach, HG 2000, 'Life-long learning in the perspective of primary school education', International Journal of Phytoremediation, Jg. 21, Nr. 1, S. 73-88. https://doi.org/10.1080/13502930085208581

APA

Rossbach, H. G. (2000). Life-long learning in the perspective of primary school education. International Journal of Phytoremediation, 21(1), 73-88. https://doi.org/10.1080/13502930085208581

Vancouver

Rossbach HG. Life-long learning in the perspective of primary school education. International Journal of Phytoremediation. 2000 Jan 1;21(1):73-88. doi: 10.1080/13502930085208581

Bibtex

@article{ab1212d4817348229957cb1dcd040ccc,
title = "Life-long learning in the perspective of primary school education",
abstract = "{\textquoteleft}Life-long learning{\textquoteright} is a complex concept. Contrary to positions focusing either on key qualifications or the tools for learning, it is argued here that the teaching of qualifications and the stimulation of qualities for lifelong learning at school demands the simultaneous teaching of solid basic general knowledge which is systematically integrated into the acquisition of specific factual knowledge. This complex integration requires the systematic direction of the teacher. Primary schools have a special — fundamental — role in relation to the development and promotion of abilities, competencies and attitudes which characterise lifelong learners. However, they are mainly concerned with the initiation and preparation rather than with their full development. The paper reviews — as examples for particular important qualities and attitudes for lifelong learning — the research on interests and learning strategies. For both concepts, their development, their relation to school achievement and characteristics of their promotion in primary schools are discussed. {\textcopyright} 2000, EECERA.",
keywords = "Interests, Learning strategies, Life-long learning, Primary school education, Educational science",
author = "Rossbach, {Hans Guenther}",
year = "2000",
month = jan,
day = "1",
doi = "10.1080/13502930085208581",
language = "English",
volume = "21",
pages = "73--88",
journal = "International Journal of Phytoremediation",
issn = "1522-6514",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

RIS

TY - JOUR

T1 - Life-long learning in the perspective of primary school education

AU - Rossbach, Hans Guenther

PY - 2000/1/1

Y1 - 2000/1/1

N2 - ‘Life-long learning’ is a complex concept. Contrary to positions focusing either on key qualifications or the tools for learning, it is argued here that the teaching of qualifications and the stimulation of qualities for lifelong learning at school demands the simultaneous teaching of solid basic general knowledge which is systematically integrated into the acquisition of specific factual knowledge. This complex integration requires the systematic direction of the teacher. Primary schools have a special — fundamental — role in relation to the development and promotion of abilities, competencies and attitudes which characterise lifelong learners. However, they are mainly concerned with the initiation and preparation rather than with their full development. The paper reviews — as examples for particular important qualities and attitudes for lifelong learning — the research on interests and learning strategies. For both concepts, their development, their relation to school achievement and characteristics of their promotion in primary schools are discussed. © 2000, EECERA.

AB - ‘Life-long learning’ is a complex concept. Contrary to positions focusing either on key qualifications or the tools for learning, it is argued here that the teaching of qualifications and the stimulation of qualities for lifelong learning at school demands the simultaneous teaching of solid basic general knowledge which is systematically integrated into the acquisition of specific factual knowledge. This complex integration requires the systematic direction of the teacher. Primary schools have a special — fundamental — role in relation to the development and promotion of abilities, competencies and attitudes which characterise lifelong learners. However, they are mainly concerned with the initiation and preparation rather than with their full development. The paper reviews — as examples for particular important qualities and attitudes for lifelong learning — the research on interests and learning strategies. For both concepts, their development, their relation to school achievement and characteristics of their promotion in primary schools are discussed. © 2000, EECERA.

KW - Interests

KW - Learning strategies

KW - Life-long learning

KW - Primary school education

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85065376499&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/9be93a49-8d19-3ec0-91fa-67a1653c666e/

U2 - 10.1080/13502930085208581

DO - 10.1080/13502930085208581

M3 - Journal articles

AN - SCOPUS:85065376499

VL - 21

SP - 73

EP - 88

JO - International Journal of Phytoremediation

JF - International Journal of Phytoremediation

SN - 1522-6514

IS - 1

ER -

DOI