Perspectives in Teaching Gerontology: Matching Strategies With Purpose and Context

Document Type

Article

Publication Date

11-1-2001

Department

Community Health Sciences

Abstract

Discerning the purpose of the educational experience aids facilitators in choosing appropriate strategies for teaching gerontology concepts. Using the curriculum positions of transmission, transaction, and transformation, this article explains the assumptions, advantages, and disadvantages of each position and gives examples from community and education-based learning settings. The curriculum positions of transmission (conveying facts), transaction (developing cognitive skills and abilities useful in problem-solving), and transformation (facilitating personal and social change), are sometimes combined to achieve educational objectives. Additional considerations in choosing teaching strategies include knowing the audience and their cultural, social, and developmental backgrounds, learning styles, reasons for participating, and prior knowledge of the subject. The educator's philosophy and professional orientation toward the educative process contribute to creating a trusting learning environment in which learners can meet objectives. Based on research and field tested in educational and community settings, the teaching strategies suggested in this article are applicable in multiple educational contexts.

Publication Title

Educational Gerontology

Volume

27

Issue

8

First Page

639

Last Page

656

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