The document discusses conceptual change in learning and different theories about how conceptual change occurs. It summarizes several theories:
1. Carey theorizes that conceptual change involves a deep reorganization of knowledge rather than just enrichment, influenced by Kuhn's ideas about scientific revolutions and Piaget's stages of cognitive development.
2. Gopnik's theory theory argues that children build theories about the world using the same cognitive mechanisms as scientists, revising theories based on evidence.
3. Vosniadou describes frameworks as less structured than theories but still constraining concepts, and argues change involves revising beliefs and presuppositions within frameworks.
4. The document discusses several other perspectives on conceptual change
Theories of Learning and Individual DevelopmentJoey Miñano
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
This document discusses several theories of learning. It begins by defining learning and examining key theories including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, the document outlines major contributors, key concepts, and implications for classroom practice. It also notes some critiques of each theory. The goal is to operationally define terms related to learning theories and examine theories currently important to understanding how people learn.
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
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The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
This document outlines six major theories of learning: behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. Each theory is summarized in terms of its key principles and implications for classroom instruction. Behaviorism focuses on observable behaviors and conditioning, cognitivism emphasizes mental processes and symbol connection, social learning theory incorporates observation and modeling, constructivism frames learning as a social, contextual search for meaning, multiple intelligences proposes eight intelligences, and brain-based learning derives from neuroscience. Critiques note limitations of each theory in fully explaining the learning process.
Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning is constructed and organized.
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
The document provides an overview of different learning theories, including behaviorism, cognitivism, and constructivism. It discusses key theorists and concepts within each approach. Behaviorism focuses on external environmental factors and observable behaviors, exemplified by theorists like Pavlov, Watson, and Skinner. Cognitivism views learning as information processing and emphasizes internal mental processes, as explored by Piaget and Gardner through concepts like schemas and multiple intelligences. Constructivism posits that learners construct knowledge through social experiences, as discussed by Vygotsky through the influence of culture. The document also compares the strengths and weaknesses of each theoretical perspective.
Theories of Learning and Individual DevelopmentJoey Miñano
The document discusses five broad models of learning:
1) The behaviorist model views learning as observable changes in behavior through stimulus-response mechanisms and reinforcement.
2) The humanist model sees learning as an internal process driven by the learner's potential for growth.
3) The information processing model understands learning as organizing and reorganizing information in schemas.
4) The activity model constructs knowledge through social experience and tasks.
5) The situated learning model emphasizes that learning occurs in authentic contexts through participation in communities of practice.
This document discusses several theories of learning. It begins by defining learning and examining key theories including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, the document outlines major contributors, key concepts, and implications for classroom practice. It also notes some critiques of each theory. The goal is to operationally define terms related to learning theories and examine theories currently important to understanding how people learn.
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
This document outlines six major theories of learning: behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. Each theory is summarized in terms of its key principles and implications for classroom instruction. Behaviorism focuses on observable behaviors and conditioning, cognitivism emphasizes mental processes and symbol connection, social learning theory incorporates observation and modeling, constructivism frames learning as a social, contextual search for meaning, multiple intelligences proposes eight intelligences, and brain-based learning derives from neuroscience. Critiques note limitations of each theory in fully explaining the learning process.
Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning is constructed and organized.
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
The document provides an overview of different learning theories, including behaviorism, cognitivism, and constructivism. It discusses key theorists and concepts within each approach. Behaviorism focuses on external environmental factors and observable behaviors, exemplified by theorists like Pavlov, Watson, and Skinner. Cognitivism views learning as information processing and emphasizes internal mental processes, as explored by Piaget and Gardner through concepts like schemas and multiple intelligences. Constructivism posits that learners construct knowledge through social experiences, as discussed by Vygotsky through the influence of culture. The document also compares the strengths and weaknesses of each theoretical perspective.
The document outlines several theories of learning and development:
- Behaviorism focuses on external stimuli and conditioning, disregarding innate factors. Key theorists included Pavlov, Watson, and Skinner.
- Innate Theory, proposed by Chomsky, posits that humans are born with an innate capacity and "language acquisition device" for learning language.
- Cognitive Theory considers internal mental processes and sees learning as involving effort, aptitude and intelligence. Piaget, Gardner and Bloom contributed to this view.
- Social Development Theory, from Vygotsky, emphasizes social interaction and culture as shaping development through tools like language.
- Constructivism views learning as an active process where learners construct their own understandings by
Topic: Theories of Learning
Student Name: Kanwal Shaikh
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
The document discusses several theories of learning, including:
1) Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations that are reinforced through repetition.
2) Constructivist theories which see learning as an active process where learners construct new understanding based on their existing knowledge and experiences.
3) Social constructivism and theorists like Vygotsky who emphasized that learning occurs through social interaction and collaboration with others.
4) Evidence from cognitive development and neuroscience that supports constructivist and social constructivist views of learning from an early age.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
This document provides an introduction to learning theories. It defines learning and discusses it as both a process and a product. Learning occurs through changes in behavior, knowledge, and skills gained through experience, study, teaching, and instruction. The document outlines some key principles of learning, such as it being something all humans and other living things do, and how it evolved to promote survival. It then discusses some of the major domains of learning theories, including behaviorism, constructivism, sociocultural, and cognitivism. The importance of understanding learning theory for educators is discussed, as one's beliefs about knowledge and how people learn profoundly impact their approach to education.
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Social Constructivism & Cognitive Development TheorySinky Zh
Social Constructivism and Cognitive Development Theory are compared. Both theories view cognition as resulting from mental construction and believe learning depends on teaching context and student beliefs. However, Piaget focused on intellectual development mechanisms while Vygotsky emphasized culture's influence through language and social structures. Vygotsky placed more importance on social and cultural influences on development than Piaget. Vygotsky also highlighted the important roles of language and the Zone of Proximal Development in cognitive growth.
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document outlines several major theories of learning in psychology, including:
1) Behaviorism, which focuses on observable behaviors and conditioning.
2) Cognitivism, which views learning as connecting symbols mentally.
3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences.
6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement.
The document compares key aspects of each theory and critiques their implications for classroom practice.
The document discusses several learning theories and models, including behaviorism, cognitivism, and constructivism. It then describes David Kolb's learning cycle model involving concrete experience, reflective observation, abstract conceptualization, and active experimentation. Honey and Mumford adapted Kolb's model for managers, renaming the stages and aligning them with activist, reflector, theorist, and pragmatist learning styles. Fleming's VAK/VARK model addresses visual, auditory, reading/writing, and kinesthetic learning preferences. Knowles' andragogy theory focuses on adult learners taking responsibility for their learning. Maslow's hierarchy of needs and Herzberg's two-factor theory also provide frameworks for
The document summarizes four major learning theories: recollection, behaviorism, cognitive information processing (CIP), and constructivism. It describes key people associated with each theory, important terminology, and the mechanisms of acquiring knowledge according to each perspective. Theories range from Socrates' view of recollection of innate ideas, to behaviorism's focus on environmental stimuli and responses, to cognitive views of information processing, to constructivism emphasizing active knowledge construction.
Este documento describe un estudio sobre las portadas ilustradas de 15 clásicos infantiles del siglo XX. Analiza cómo las ilustraciones de las portadas captan la atención del lector e invitan a la lectura a través de la proyección de elementos del interior. También cataloga las técnicas de impresión utilizadas en las portadas entre 1907 y 1985 e identifica tipologías ilustrativas como fantasía, personajes de cuentos, objetos vivientes y realismo.
The document outlines several theories of learning and development:
- Behaviorism focuses on external stimuli and conditioning, disregarding innate factors. Key theorists included Pavlov, Watson, and Skinner.
- Innate Theory, proposed by Chomsky, posits that humans are born with an innate capacity and "language acquisition device" for learning language.
- Cognitive Theory considers internal mental processes and sees learning as involving effort, aptitude and intelligence. Piaget, Gardner and Bloom contributed to this view.
- Social Development Theory, from Vygotsky, emphasizes social interaction and culture as shaping development through tools like language.
- Constructivism views learning as an active process where learners construct their own understandings by
Topic: Theories of Learning
Student Name: Kanwal Shaikh
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document summarizes several learning approaches, principles and theories including:
- Teacher-centered approaches like objectivism, instructivism, behaviorism, and cognitivism.
- Student-centered approaches like humanism, constructivism, and connectivism.
- It provides brief descriptions of each approach including influential figures, beliefs about learning and knowledge, design principles, and resources.
- It also discusses several active learning strategies like discovery learning, experiential learning, case-based learning, problem-based learning, scenario-based learning, and situated/authentic learning.
The document discusses several theories of learning, including:
1) Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations that are reinforced through repetition.
2) Constructivist theories which see learning as an active process where learners construct new understanding based on their existing knowledge and experiences.
3) Social constructivism and theorists like Vygotsky who emphasized that learning occurs through social interaction and collaboration with others.
4) Evidence from cognitive development and neuroscience that supports constructivist and social constructivist views of learning from an early age.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
This document provides an introduction to learning theories. It defines learning and discusses it as both a process and a product. Learning occurs through changes in behavior, knowledge, and skills gained through experience, study, teaching, and instruction. The document outlines some key principles of learning, such as it being something all humans and other living things do, and how it evolved to promote survival. It then discusses some of the major domains of learning theories, including behaviorism, constructivism, sociocultural, and cognitivism. The importance of understanding learning theory for educators is discussed, as one's beliefs about knowledge and how people learn profoundly impact their approach to education.
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Social Constructivism & Cognitive Development TheorySinky Zh
Social Constructivism and Cognitive Development Theory are compared. Both theories view cognition as resulting from mental construction and believe learning depends on teaching context and student beliefs. However, Piaget focused on intellectual development mechanisms while Vygotsky emphasized culture's influence through language and social structures. Vygotsky placed more importance on social and cultural influences on development than Piaget. Vygotsky also highlighted the important roles of language and the Zone of Proximal Development in cognitive growth.
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document outlines several major theories of learning in psychology, including:
1) Behaviorism, which focuses on observable behaviors and conditioning.
2) Cognitivism, which views learning as connecting symbols mentally.
3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences.
6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement.
The document compares key aspects of each theory and critiques their implications for classroom practice.
The document discusses several learning theories and models, including behaviorism, cognitivism, and constructivism. It then describes David Kolb's learning cycle model involving concrete experience, reflective observation, abstract conceptualization, and active experimentation. Honey and Mumford adapted Kolb's model for managers, renaming the stages and aligning them with activist, reflector, theorist, and pragmatist learning styles. Fleming's VAK/VARK model addresses visual, auditory, reading/writing, and kinesthetic learning preferences. Knowles' andragogy theory focuses on adult learners taking responsibility for their learning. Maslow's hierarchy of needs and Herzberg's two-factor theory also provide frameworks for
The document summarizes four major learning theories: recollection, behaviorism, cognitive information processing (CIP), and constructivism. It describes key people associated with each theory, important terminology, and the mechanisms of acquiring knowledge according to each perspective. Theories range from Socrates' view of recollection of innate ideas, to behaviorism's focus on environmental stimuli and responses, to cognitive views of information processing, to constructivism emphasizing active knowledge construction.
Este documento describe un estudio sobre las portadas ilustradas de 15 clásicos infantiles del siglo XX. Analiza cómo las ilustraciones de las portadas captan la atención del lector e invitan a la lectura a través de la proyección de elementos del interior. También cataloga las técnicas de impresión utilizadas en las portadas entre 1907 y 1985 e identifica tipologías ilustrativas como fantasía, personajes de cuentos, objetos vivientes y realismo.
1) O documento discute a pirataria e os desafios de competir com o mercado informal.
2) Apresenta o caso de sucesso da rede Fran's Café na China e sua expansão para se tornar a maior rede de cafezinhos do país.
3) Também aborda a imigração japonesa para o Brasil e suas contribuições para o comércio brasileiro.
Entrevista: Jonathan Jenkins | Exit 28_2012 (pt)Dianova
Este documento discute a importância da medição do impacto social para atrair investidores. Jonathan Jenkins, do Social Investment Business no Reino Unido, argumenta que as organizações sem fins lucrativos precisam adotar métricas de avaliação para demonstrar seu impacto, mas também devem escolher cuidadosamente quais métricas usar para evitar desperdícios. Ele também discute como o investimento social pode crescer ao financiar uma variedade de projetos sociais.
O documento discute como um grupo de agricultores familiares pode aumentar a produção de tomates e acessar financiamento através do Pronaf para comprar equipamentos e um caminhão. Também discute vender os produtos diretamente para mercados e desenvolver um projeto sustentável de produção de tomates para gerar renda.
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
This document discusses several influential learning theorists and their perspectives on how students learn. Jerome Bruner believed that learning is an active process where students construct new ideas based on past knowledge. Lev Vygotsky emphasized the role of culture and social interaction in learning. He introduced the concept of the zone of proximal development. Howard Gardner proposed multiple intelligences and that students learn in different ways such as linguistically, spatially, musically. Jean Piaget described four stages of cognitive development from sensorimotor to formal operations. The document also discusses learning styles, cognitive styles, gender differences and cultural influences on learning. It provides examples of how understanding student diversity can help teachers plan effective instruction.
This document provides an overview of various theories of learning, including behavioral, cognitive, social, and brain-based theories. It defines learning and discusses major theorists and concepts within each approach. Behaviorism focuses on observable behaviors and conditioning, while cognitivism examines mental processes. Social learning theory emphasizes observational learning. Constructivism views learning as an active, social process of constructing knowledge. Multiple intelligences theory proposes eight types of intelligence. Brain-based learning incorporates findings from neuroscience.
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Constructing concepts and generalization (2)mstaubs
This document discusses concepts and generalizations in social studies. It defines concepts as fundamental building blocks that can relate to places, people, objects, institutions, events, and behaviors. Concepts are abstract ideas that reflect a culture and are the foundation of the social studies curriculum. Generalizations identify relationships between concepts and construct explanations of cause and effect. Effective teaching of concepts involves exposing students to multiple examples to identify critical attributes. Generalizations are formed through inquiry learning where students gather evidence to support or change their initial hypotheses.
This document discusses concept-based learning in the PYP. It defines concepts as big ideas that are enduring, universal and help make sense of the world. There are 7 key concepts in the PYP: form, function, causation, change, connection, perspective and responsibility. Concepts are important as they add coherence to the curriculum and help students engage with complex ideas. Concept-based teaching focuses on conceptual understandings and empowers students. Teachers can promote conceptual understandings through carefully crafted questions and by modeling conceptual thinking.
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
This document summarizes several prominent learning theories: Behaviorism, Cognitivism, Social Learning Theory, Social Constructivism, Multiple Intelligences Theory, and Brain-Based Learning. For each theory, the document outlines key aspects like underlying principles, major contributors, and examples of how each theory can be applied in classroom instruction. It also notes some common critiques of each theoretical approach.
Here is a draft writeup on learning theories following your suggested outline:
Year:
The major learning theories discussed and developed from the late 19th century to present.
Propounders:
Behaviorism - Ivan Pavlov, Edward Thorndike, B.F. Skinner
Cognitivism - Jerome Bruner, Jean Piaget, Lev Vygotsky
Constructivism - Jerome Bruner, Jean Piaget, Lev Vygotsky, John Dewey
Humanism - Abraham Maslow, Carl Rogers
Connectivism - George Siemens, Stephen Downes
Transformative Learning - Jack Mezirow
Social Learning Theory - Albert Bandura
Experiential Learning Theory
This document discusses the importance of establishing a curriculum philosophy and educational approaches for a nursing program. It defines philosophy and explains that a curriculum philosophy provides the foundation for developing, implementing, and evaluating a curriculum. It also influences students' ideas about nursing. The document examines different philosophical perspectives like idealism, realism, and progressivism that could inform a curriculum philosophy. It also explores various learning theories and educational frameworks that are part of developing philosophical approaches for teaching and learning. The core processes involved in establishing a unified curriculum philosophy are described as faculty development, ongoing appraisal, and scholarship.
The gap model of service quality identifies five potential gaps that can lead to unsatisfactory customer experiences. The first gap is between customer expectations and management perceptions. The second gap is between management perceptions and service quality specifications. The third gap is between service quality specifications and service delivery. The fourth gap is between service delivery and what is communicated to customers. Addressing these gaps requires effective communication across departments, accurate translation of customer expectations into standards, and ensuring adequate resources support service delivery. Cultural differences must also be considered when applying this model internationally.
Understand contemporary issues affecting education policy and their impact on...IDM Campus
Cognition is defined as 'the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. ' At Cambridge Cognition we look at it as the mental processes relating to the input and storage of information and how that information is then used to guide your behavior
Psychological Foundations of Curriculum-Dr. D (EDITED).pptMariaRowenaFlores
1. Psychology provides a foundation for understanding the teaching and learning process, which is essential for curriculum specialists.
2. Major theories of learning include behaviorism, cognitivism, and humanism. Behaviorism focuses on conditioning and reinforcement, cognitivism on how people think and process information, and humanism on personal growth.
3. These psychological theories influence how curriculum is designed and delivered to best enhance student learning based on principles like sequencing skills from simple to complex and building on students' prior knowledge and experiences.
This document discusses various topics related to educational motivation and the learning process. It begins by exploring different definitions and perspectives on what learning is. It then examines behaviorist, cognitivist, humanist, and constructivist learning theories. The document also discusses the concepts of intrinsic vs extrinsic motivation and how to motivate learning. Finally, it provides an overview of brain-based learning (BBL), including its core principles and implications for classroom environment and practice.
This document discusses different theoretical perspectives (paradigms) that can inform physical education research: positivist, interpretive, socially critical, poststructuralist, and feminist. It summarizes each perspective's definition, strengths, weaknesses, and connections to other perspectives. The conclusion emphasizes that researchers should understand how their chosen paradigm relates to their research questions and the "bigger picture," and that using multiple paradigms can provide richer insights than single paradigms. Researchers are cautioned against misusing theory for self-promotion or following theoretical fads.
ePortfolios:Digital Stories of Deep Learning
Dr. Helen Barrett
Research Project Director
The REFLECT Initiative
University of Alaska Anchorage (retired)
This document discusses neuroethics and its relationship to educational issues. It begins by defining neuroethics and cognitive neuroscience. It then examines various ethics issues related to neuroscience research and its applications, including impacts on individuals and society. It discusses how the scientific understanding of the brain can influence views of humanity. It also explores the neuroscience of moral decision making and how an understanding of brain mechanisms can inform views of living. The document traces the history of neuroethics back to the 2000s and conferences/publications that helped establish the field. It analyzes challenges of communicating neuroscience research to the public and proposes ways to enhance communication. Many neuroethical issues are also relevant for education and cognitive science due to the study of
1) A study from 1993 found that listening to Mozart's music led to temporary improved spatial reasoning skills in adults, but this effect was not replicated by other researchers.
2) A more recent 2010 study found higher effects from studies conducted by the original researchers compared to other groups, indicating potential bias. There is little evidence left that Mozart's music specifically enhances performance.
3) A politician proposed funding to make music available to young children to help brain development, citing the Mozart effect research. However, the Mozart effect has not been reliably shown.
This document discusses the potential for a marriage between cognitive science and education but also identifies risks and challenges. It outlines common interests in learning and teaching that could form the basis for collaboration. However, it also lists 10 "slippery slopes" such as getting the science wrong or overstating what can be directly applied. It raises questions about how to produce and disseminate knowledge in a usable way. Translational research models from evidence-based medicine and medicine are discussed as possible approaches but challenges in education are also noted, such as more spurious evidence and lack of infrastructure for classification and training.
Teaching critical thinking involves defining what it is, how to teach it, and why it is important. There is no consensus on a definition of critical thinking, how best to teach it, or whether it can be taught. Approaches include stand-alone courses focusing on general skills versus integrated approaches within specific subjects. While critical thinking is widely believed to be important, there is skepticism around whether it can truly be taught and evaluations of critical thinking programs have had mixed results.
Digital technologies are increasingly used in education both formally and informally. While technologies may engage students as "digital natives," simply using technologies does not guarantee effective learning. Meaningful learning requires understanding principles rather than just practicing skills. Studies show skills can transfer between similar tasks, but not always to novel tasks without principles. Technologies offer potential to simulate real-world problem solving, but more research is needed to identify how and why specific technologies may improve learning outcomes.
The document discusses research on the impact and effectiveness of teachers. It summarizes several key studies:
1) Studies show that high-quality teachers can have long-term positive impacts on students' outcomes beyond test scores, such as earnings and college attendance. However, precisely evaluating a teacher's impact is difficult.
2) A Tennessee study found that students assigned to more experienced teachers had higher earnings, and those in smaller classes were more likely to attend college.
3) A larger study linking teacher value-added scores to student outcomes as adults found students assigned higher-VA teachers were more likely to attend college, earn more, live in better neighborhoods, and less likely to become pregnant as teens.
4
The document discusses several concepts related to obstacles in learning science:
1. Children enter formal science education with intuitive "folk theories" about the physical and natural world developed from everyday experiences that can conflict with scientific explanations and be difficult to change.
2. These naive intuitions both help children learn by providing initial frameworks but also act as an obstacle if they contradict scientific facts. Overcoming these preconceptions requires conceptual change in how ideas are understood.
3. The process of conceptual change that replaces preconceptions with scientific concepts is debated, with differing views on whether change involves replacing whole theories versus more incremental adjustments to knowledge. Understanding conceptual change is important for improving science teaching.
Learning involves lasting changes in the functional architecture of the brain through experience. It occurs through different mechanisms at various stages of life. Early learning mechanisms in infants and young children include statistical learning, causal learning, imitation, and learning through social interactions. Babies are born with core knowledge and learning mechanisms that allow them to acquire cultural skills and knowledge from a very early age through observation, experimentation, and implicit learning processes. Learning is both an individual and social process supported by evolved capacities for language, cooperation, and culture that enabled the human capacity for cumulative cultural evolution.
This document discusses the emergence of cognitive studies and its application to education as a new interdisciplinary field. It provides a brief history of related initiatives dating back to the 1990s from various organizations studying topics like neuroscience and education, the science of learning, and learning sciences. The disciplines involved include biology, cognitive science, education, neuroscience, psychology, and technology. The goals are to better understand cognitive and social processes involved in learning and teaching to improve learning outcomes and design better learning environments. While the new insights from these fields may transform education, William James cautioned in 1899 that teaching remains an art, and sciences do not directly generate teaching methods, requiring inventive minds to apply findings creatively.
Critical thinking can be defined in various ways from different perspectives. From a philosophical perspective, it involves skills like reflection, reasoning, and making judgments based on evidence. From a cognitive perspective, it refers to the thinking processes used by experts in different domains. There is no consensus on how to define or teach critical thinking. Research suggests it may not be a general skill that can be transferred, but rather is intertwined with domain-specific knowledge. Deliberate practice of critical thinking skills through activities like argument mapping may be needed to improve students' abilities.
The document discusses number processing and calculation from a cognitive neuroscience perspective. It proposes that cultural practices like reading and arithmetic may have developed by "recycling" pre-existing neural circuits in the brain. In particular, regions in the parietal cortex that evolved to process quantities and perform spatial transformations may have been adapted for numerical tasks. Evidence for this comes from studies finding that the same parietal regions are consistently activated during tasks involving numbers across individuals and cultures.
1. The document discusses issues around evaluating the cognitive and educational impacts of technologies. It emphasizes the need for rigorous empirical testing and evidence-based approaches rather than pseudoscience.
2. Fair testing requires considering alternative explanations, ensuring experimental and control groups are equivalent, using active controls, and not overinterpreting results. Transfer of skills from one context to another is difficult to achieve.
3. Some studies show potential cognitive benefits of techniques like brain training games and video games for skills like visuospatial attention, while others find limited evidence of broader real-world impacts. Generalization of skills is challenging.
The document discusses cognitive resistance to learning science and the difficult acquisition of scientific concepts. It covers how children develop intuitive theories about the world from a young age that sometimes clash with scientific explanations, making conceptual change challenging. While babies observe and experiment with the world like scientists, developing abstract causal systems, their thinking differs from professional science. Science requires skills that must be taught, as scientific reasoning does not come naturally to the human mind due to our evolutionary history in small social groups. Overall, the document examines the origins of scientific thinking in childhood and challenges to learning science posed by natural intuitive theories developed from a young age.
4. • “In the broad educa4onal experience, some
topics seem systema4cally to be extremely
difficult for students. Learning and teaching in
these areas are problema4c and present
persistent failures of conven4onal methods of
instruc4on. Many areas in the sciences, from
elementary school through university level, have
this characteris4c, including, in physics: concepts
of maMer and density, Newtonian mechanics,
electricity, and rela4vity; in biology: evolu4on
and gene4cs.” (DiSessa, 2006), p. 1
6. Learning sciences & conceptual
change
• Uncontroversial:
– Students arrive to instruc4on with prior ideas
– Prior ideas constrain successive learning
• Controversial:
– In what consists the change?
– What changes?
– How does change occurs?
• Further issues:
– What is “understanding”?
– How do experts differ from novices?
8. S. Carey: Deep reorganiza4on of
knowledge vs enrichment
• Conceptual change = deep
reorganiza4on
– incommensurability between
conceptual systems
dis4nguishes conceptual
change from
“enrichment” (adding new
ideas or beliefs) or even mere
change of beliefs.”
• 2 main influences :
– Thomas Kuhn
– Jean Piaget
9. Scien4fic revolu4ons
• Kuhn:
– Scien4fic revolu4ons: all changes
in the shia from a paradigm to
another, including what counts
as good science
– The shia is not just a maMer of
ra4onality and logic, but involves
sociological reasons, pragma4c
opportuni4es, etc.
– Paradigms are reciprocally
incommensurable
– Science is not a linear,
incremental path from
ignorance to truth
10. Qualita4ve changes in thought
• Piaget:
– Stages of development
– The way children think is
qualita4ve different from adults
• From concrete to abstract
thinking
– Disequilibra4on/re‐
equilibra4on
– Accomoda4on/Assimila4on
– Construc4vism: new ideas are
built upon old ones
11. Construc4on of new knowledge
• Jerome Bruner has developed
Piaget’s construc4vism into an
educa4onal theory
– Students should construct principles
by themselves from ac4ve explora4on
and construc4on:
• Instructors must present experiences
they are ready for, and mo4vated to
learn
• Structure the body of knowledge in a
way that can be grasped
• Favor the extrac4on of principles
– Knowledge is comprised in
simultaneous types of representa4ons
(no stages of development, as in
Piaget):
• Enac4ve
• Iconic
• Symbolic
13. A. Gopnik: Theory theory
• Premise 1/ Scien4fic realism:
– Scien4fic inves4ga4on is the right course to
find the truth
• Premiser 2/ Cogni4ve naturalism:
– Knowledge can be understood from scien4fic
inves4ga4on of the mind
• Then: There are learning mechanisms that
allow humans to derive theories from
evidence
• It is at least logically possible that these
mechanisms are involved in our
development in other kinds of knowledge,
such as everyday knowledge
– Children build their theory of the world using
the same cogni4ve devices that adults use to
build scien4fic theories (knowledge)
• Observa4on and predic4on
• Tes4ng of predic4ons
• Revision of theories
14. S. Vosniadou: Frameworks
• Concepts are comprised in bigger
structures that constrain them
• Theories: structured
• Frameworks : less structured, internal quasi‐
coherent explanatory systems
• Children do not possess theories of
the physical world, but rather
frameworks of presupposi4ons
• Change happens through enrichment
of concepts or through revision of
beliefs and presupposi4ons or
theories and frameworks
• Revision of frameworks is the most
difficult process of change
15. M. Chi: Ontologies
• Misconcep4ons are robust: they
make surface in several situa4ons
and can be abandoned only with
great effort
• Conceptual change concerns those
contents of knowledge for which
change is really difficult:
– No incremental informa4on,
correc4ons, tradi4onal instruc4on
can produce change
– Where the difficulty arises from?
• Misconcep4ons derive from
miscategoriza4ons
• =
• difficult changes concern beliefs that
have assigned to the erroneous
category
16. J. Minstrell: Facets of par4al
knowledge
• Children’s (non‐experts, non‐
scien4sts) knowledge is not
structured, but fragmentary and
local =
• Pieces of = facets
– Facets are schemas and parts of
schemas that are used to reason
about the physical world.
– Students typically choose and apply
facets in the basis of the most striking
surface features of a problem.
– They derive their naïve facets from
everyday experience.
– Facets are useful in par4cular
situa4ons
– Facets are most likely false in general,
and for the most part they are only
loosely interrelated. Thus students
can quickly fall into contradic4ons
17. diSessa: knowledge in pieces
• Children’s knowledge is not organized in a small number of
rela4vely well‐defined and internally consistent interpreta4ons of
force
• Knowledge is in pieces:
• intui4ve physics consists largely of hundreds or thousands of
elements = p‐primes
• They have roughly the size‐scale of Minstrell’s facets.
– All pieces are not incorrect
– Pieces are not coherently structured, but only loosely
– Pieces can be highly contextual, ad‐hoc and instable: be
created on the spot
– P‐primes can be useful to build new concepts in learning
physics
• The difficulty is not inherent to previous structures: collec4ng and
coordina4ng pieces is difficult even in the absence of a
compe4tor
– The same difficul4es can be present when a system is
created from scratch from observa4on and when a system
requires a change
19. G. Posner: Conflicts and ra4onal
choices
• Children change their views only when a
conflict arises, that is, when they have
good (ra4onal) reasons to change their
mind
• And children change their mind in
accord with the most ra4onal
hypothesis
– (1) they became dissa4sfied with their
prior concep4ons (experience a “sea of
anomalies” in Kuhn’s terms);
– (2) the new concep4on is intelligible ;
– (3) the new concep4on should be more
than intelligible, it should be plausible ;
– (4) the new concep4on should appear
fruioul for future pursuits.
20. J. Minstrell: Conflict and analogy
• Some facts are anchors for
instruc4on; others are target for
change
• the trick is to iden4fy the students’
correct intui4ons – their facets that
are consistent with formal science –
and then build on these
– Iden4fy each facet
– Conduct crucial experiments
– Iden4fy the limits of each facet
• Erroneous facets are put in conflict with
experiences, and their limits revealed
– Correct facets are iden4fied and used
to create good explana4ons
21. J. Clement: Use correct intui4ons and
analogies
• Analogical teaching
strategy
– Expose misconcep4ons
through appropriate
ques4ons: e.g. no
upward force on a book
res4ng on a table
– Find an analogy (e.g.
hand holding up the
book)
22. • «1. Instruc4on is a complex mixture of design and theory, and good intui4ve design can
override the power of theory to prescribe or explain successful methods. Almost all
reported innova4ve interven4ons work; almost none of them lead to improvements
that dis4nguish them categorically from other good instruc4on.
• 2. The very general construc4vist heuris4c of paying aMen4on to naïve ideas seems
powerful, independent of the details of conceptual change theory. Interven4ons that
merely teach teachers about naïve ideas have been surprisingly successful.
• 3. Researchers of different theore4cal persuasions oaen advocate similar instruc4onal
strategies, if for different reasons. Both adherents of knowledge in pieces and of theory
theories advocate student discussion, whether to draw out and reweave elements of
naïve knowledge, or to make students aware of their prior theories in prepara4on for
judgment in comparison to instructed ideas. The use of instruc4onal analogies,
metaphors, and visual models is widespread and not theory‐dis4nc4ve.
• 4. Many or most interven4ons rely primarily on pre/post evalua4ons, which do liMle to
evaluate specific processes of conceptual change. » (diSessa, 2006, p. 14)
23. • “One of the great posi4ve influences of
misconcep4ons studies was bringing the importance
of educa4onal research into prac4cal instruc4onal
circles. Educators saw vivid examples of students
responding to apparently simple, core conceptual
ques4ons in non‐norma4ve ways. Poor performance
in response to such basic ques4ons, oaen years into
theinstruc4onal process, could not be dismissed. One
did not need refined theories to understand
theapparent cause: entrenched, “deeply held,” but
false prior ideas. The obvious solu4on was veryoaen
phrased, as in the quota4on heading this sec4on, in
terms of “overcoming,” or in terms of convincing
students to abandon prior concep4ons.” (DiSessa,
2006, p. 7)
26. Learning deep
• Good learning implies the
understanding of how it can be
used in real life and in different
circumstances
– re‐usable
– generalizable
• Understanding requires deep
learning: few ideas thrown in
every possible combina4on
– Avoid the superficial
instruc4on of disconnected
ideas
• (Whitehead, 1929)
27. The problem of transfer
• “Imagine that a small, peaceful country is being
threatened by a large, belligerent neighbor. The small
country is unprepared historically, temperamentally, and
militarily to defend itself; however, it has among its
ci4zens the world’s reigning chess champion. The prime
minister decides that his country only chance is to outwit
its aggressive neighbor. Reasoning that the chess
champion is a formidable strategic thinker and a dea
tac4cian … the prime minister asks him to assume
responsibility for defending the country. Can the chess
champion save his country from invasion? ” (Bruer, 1993,
p. 53)
29. The chess player is good at playing
chess
• Chess players are beMer than
non‐chess players at
reconstruc4ng chess board
posi4ons, but only for meaningful
configura4ons (Simon, 1969)
• Transfer from one domain of
exper4se to another (far transfer)
is far from automa4c
• A lot of domain knowledge is
required to become an expert
– = a lot of 4me (50000 hours
for becoming expert at chess,
Simon and Chase, 1973)
– Possible role for mo4va4on
30. Training memory enhances memory
only in trained domains
• Increasing the capacity
to memorize digit
strings of numbers
(from 7 to 70) requires
– Prac4ce
– Organiza4on of
knowledge into
structures
– Metacogni4ve skills
• But they work for the
specific domain of
exper4se, not for others
– When tested with
leMer strings
performances get back
to 7
– Ericsson et al. (1980) cited by
Bransford, et al., 2000
31. Knowing how to be a good general
does not help at being a good doctor
• Students memorized the • 1. A general wishes to capture a fortress located in the
center of a country. There are many roads radia4ng
informa4on in the passage 1 outward from the fortress. All have been mined so that
and were then asked to try task while small groups of men can pass over the roads safely, a
large force will detonate the mines. A full‐scale direct
2 aMack is therefore impossible. The general's solu4on is to
• Few college students were able divide his army into small groups, send each group to the
to solve problem 2 when lea to head of a different road, and have the groups converge
simultaneously on the fortress.
their own devices
• 90 percent were able to solve
the tumor problem when they • You are a doctor faced with a pa4ent who has a malignant
were explicitly told to use tumor in his stomach. It is impossible to operate on the
pa4ent, but unless the tumor is destroyed the pa4ent will
informa4on about the general die. There is a kind of ray that may be used to destroy the
and the fortress to help them. tumor. If the rays reach the tumor all at once and with
(Gick and Holyoak, 1980:309, sufficiently high intensity, the tumor will be destroyed, but
surrounding 4ssue may be damaged as well. At lower
cited by Bransford, et al. 2000, intensi4es the rays are harmless to healthy 4ssue, but they
p. 52) will not affect the tumor either. What type of procedure
might be used to destroy the tumor with the rays, and at
the same 4me avoid destroying the healthy 4ssue?
32. Exper4se
• exper4se is based on:
– A large and complex set of
representaSonal structures
– A large set of procedures and
plans
– The ability to
improvisaSonally apply and
adapt those plans to each
situaSon’s unique demands
– The ability to reflect on one’s
own cogniSve processes while
they are occurring (Sawyer,
2009, p. 7)
• exper4se is domain‐specific
33. Meta‐cogni4on
• The concept of metacogni4on • Intelligent novices are novices
was originally introduced in capable of becoming experts
the context of studying young in a new domain quickly and
children (e.g., Brown, 1980; effec4vely (in comparison with
Flavell, 1985, 1991). For other novices)
example, young children oaen • Meta‐cogni4ve skills and self‐
erroneously believe that they regula4on seem to play a role
can remember informa4on in becoming “ready to become
and hence fail to use effec4ve experts”
strategies, such as rehearsal. • But no shortcuts: domain
The ability to recognize the
limits of one's current knowledge remains essen4al
knowledge, then take steps to
remedy the situa4on, is
extremely important for
learners at all ages.
34. Selec4ve aMen4on training
• « Everywhere in
cogni4ve neuroscience,
specific brain networks
seem to underly
performance. However,
some of those networks
have the important
property of being able
to modify the ac4vity in
other networks. For
exemple, … (Posner &
Rothbart, 2007, p. 16)