Using Students' Prior Knowledge to Teach Social Penetration Theory

Autor/in	Chornet-Roses, Daniel
Titel	Using Students' Prior Knowledge to Teach Social Penetration Theory
Quelle	In: Communication Teacher, 24 (2010) 3, S.150-154 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
Schlagwörter	Prior Learning; Student Experience; Films; Instructional Materials; Social Theories; Interpersonal Relationship; Class Activities; Discussion (Teaching Technique); Reflection + Suchen Sie Ihr Suchwort? Vorkenntnisse; Studienerfahrung; Film; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gesellschaftstheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Bransford, Brown, and Cocking argue that acknowledging students' prior ideas and beliefs about a subject and incorporating them into the classroom enhances student learning. This article presents an activity which serves to hone three student learning outcomes: analysis of communication, inductive reasoning, and self-reflection. The goal of this activity is two-fold: (1) to use a film ("Before Sunset") to activate students' prior knowledge about relationship development; and (2) to connect it with what is essentially for the students new knowledge, that is, Altman and Taylor's social penetration theory (SPT). Teaching SPT is valuable for students because it provides a starting point for the study of relational development. For example, SPT may be taught juxtaposed to a theory such as relational dialectics, which conceptualizes relational development as the result of dialectical tensions, for students to appraise two different and opposing modes of thinking about relationships. In sum, SPT is a foundational interpersonal theory from which others have emerged and, thus, deserves attention in their classrooms. A list of references and suggested readings is included. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10