New trends in physics teaching, v.4; The ... - unesdoc - Unesco

Teacher education: a dilemma
These include the ‘Four Cs’ of A. Baez [25], the development of which enriches the quality of
life, namely Curiosity, Creativity, Competence and Compassion:
( 1) Localize, distinguish, appraise. The particular wil be discovered in the general. Something
in the surroundings, a phenomenon, wil be brought into focus and recognized as something
particular and meaningful. The particular is extracted from the general. Curiosity wil be aroused.
(2) Activating elements of personal character. Anchorage points for mental structures wil be
uncovered. The following should be established: what is already known about the phenomenon,
what contact one has already had with it, what degree of familiarity exists, what effect the
phenomenon has on life.
(3) Creatingawareness ofproblems. A confrontation wil be arranged between the phenomenon
and the individual’s cognitive structures. The pupils find that the phenomenon is problematic,
that the connection between the external and imagined behaviour of the phenomenon has not
been established in any self-evident way. So an internal inspection of the activated mental
structure is necessary as is an assessment of the extent of its usefulness in problem solving.
(4) Assimilations and explaining. That inspection can show that perceptions can be consistently
incorporated into existing, activated cognitive structures; that the phenomenon can be
explained; that insight is available into the causes of real or potential results of action.
(5) Cognitive dissonance can be aroused. Inspection may also reveal that the existing
structures are inadequate. Awareness of cognitive imbalance arises from this. In an atmosphere
free from anxiety, in which self-confidence has been developed, this dissonance can be a very
strong source of further motivation.
(6) Accommodation. Modifications, adjustments, extensions, re-arrangements of cognitive
structures will be undertaken. It is creatiye imagination which here yields the best results in the
form of new, more complex, more comprehensive, more productive ways of thinking, a new,
more complex schema.
(7) Establishing cognitive harmony. The new schema is recognized as productive. Its application
leads, with growing competence, towards autonomy. Mutual help, not competition,
characterize this process, where everybody is willing to act as a compassionate helper, supporter,
and friend.
(8) Conceptualization. The new schema is appropriated and internalized. With use in various
areas the extent (and the limits) of its application are realized.
(9) The process is made conscious. The learner becomes aware of the process that has been
going on. He comes to know that there have occurred mental changes which have led to greater
skill in productive interaction with the world. In this process, the important role of ’wrong
answers’ will be brought out, together with the importance of ‘crazy hypotheses’, of admitting
and discussing formerly private difficulties, of recognizing and expressing irrational prejudiced
ideas.
(10) Structuring the environment. A new concept is used for structuring the non-school
environment and school affairs. Hence the general can be discovered in the particular. The role
of new concepts in the development of cognitive structures and their possible influence on
ethical development wil be considered.
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