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David Wray
What counts as learning? ,[object Object],[object Object]
What counts as learning? ,[object Object],[object Object]
What counts as learning? ,[object Object],[object Object]
What counts as learning? ,[object Object],[object Object],[object Object]
Theories of learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behaviourism ,[object Object],[object Object],[object Object]
Some famous names ,[object Object],[object Object],[object Object],[object Object]
Skinner’s rejection of free will ,[object Object]
Behaviourist views of the child ,[object Object],[object Object],[object Object],[object Object],[object Object]
Behaviourist teaching involves: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Behaviourism might be good at explaining ,[object Object],[object Object],[object Object],[object Object],[object Object]
Behaviourism isn’t so good at explaining ,[object Object],[object Object],[object Object],[object Object]
Behaviourist applications in the use of new technologies ,[object Object],[object Object],[object Object],[object Object]
Constructivism ,[object Object],[object Object],[object Object]
Constructivism ,[object Object],[object Object]
Constructivism: Piaget ,[object Object]
Cognitive views of the child ,[object Object],[object Object],[object Object]
Schemas ,[object Object],[object Object],[object Object]
Read this ,[object Object]
Read this ,[object Object],[object Object],[object Object]
Effects of schemas ,[object Object],[object Object],[object Object],[object Object],[object Object]
Effects of schemas ,[object Object],[object Object],[object Object],[object Object],[object Object]
Effects of schemas ,[object Object],[object Object],[object Object]
Implications of schemas ,[object Object],[object Object],[object Object]
Implications for teaching of cognitive perspectives ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitivist applications in the use of new technologies ,[object Object]
Social constructivism ,[object Object],[object Object],[object Object],[object Object]
  Social constructivism: Vygotsky ,[object Object]
ZPD- Zone of proximal development ,[object Object]
Working in the ZPD ,[object Object],[object Object],[object Object],[object Object]
Scaffolding ,[object Object],[object Object],[object Object]
Implications for learning ,[object Object],[object Object],[object Object],[object Object]
And for teaching ,[object Object],[object Object],[object Object],[object Object]
Social constructivist applications in the use of new technologies ,[object Object]
Conclusion ,[object Object],[object Object],[object Object]

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