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Despite many similarities, compared to an ordinary house the complexity of building these projects seems to affect the production time and thereby the possibility to develop vocational competence that follows the construction phase of the project.
Following Ellström's view on learning and Vygotskij's (1978) theory of ZPD, the project's context and complexity, in combination with the expertise, talent, knowledge, and dispositions that individual participants bring to it, are crucial for the student's ability to develop vocational competence.
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Hence, if the task is to easy the students' will not be challenge enough in order to develop vocational competences.
The developed vocational competence seems more adopted to fit the demands of the building industry rather than the intended course goals.
Motivation is related to the context, and as well, to developing vocational competences.
However, not all tasks are perceived as developing vocational competencies.
With this purpose, an effort is made to develop vocational and technical education.
Integrating different forms of knowledge is essential for the development of vocational competence and expertise.
This affect the opportunity to try new tasks and thereby the potential development of vocational competence.
In their discussions the students perceived such redoing of assignments as meaningless for their development of vocational competence.
The complex structure and constantly changing solutions are a key part in the students' development of vocational competence.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com