The document outlines the significant contributions of scientists to the pedagogy of higher education, highlighting various theories, methods, and strategies that have improved teaching and learning practices. It emphasizes the roles of cognitive psychology, technology integration, and assessment methods in shaping educational practices. Ultimately, it asserts that continuous evidence-based research is crucial for enhancing the quality and effectiveness of higher education pedagogy.

1. Contributions of scientists in the
development of the pedagogy of
higher education
Presented By: Hashami Muhammad
Student of Master
Kazakh National named Al-
Farabi University

2. The valuable effects that researchers and
scholars worked related to teaching and learning.
 theories
 Methods
 strategies
in Simple, it shows how scientific researches has played a role in developing and improving
the way education is designed and delivered in colleges and universities.
What does it means?
the contributions of scientists in the development of higher education
contributions of scientists in the development of higher education
Strategies
Methods
theories

3.  Educational Theories
 Teaching Strategies
 Assessment and Evaluation
 Technology Integration
 Neuroscience
 Pedagogical Researches
In general, the development are based on the importance of evidence-based practices and
continuous improvement in teaching and learning.
Contributions! How?
These contributions can role play in a wide range of areas including:
contributions of scientists in the development of higher education

4. Scientist’s work designed / shaped the way we teach and learn in universities and colleges around the
world
Some contributions as below:
 Cognitive Psychology and Learning Theories
 Active Learning and Constructivism
 Assessment and Feedback
 Technology-Enhanced Learning
 Neuroscience and Education
point to be noted: These contributions by scientists have not only informed the development of pedagogy but have also
describes that the quality of higher education by promoting evidence-based teaching practices
Significant contributions
the Scientists have made significant contributions to the development of the pedagogy of higher education
through their research and innovative approaches
contributions of scientists in the development of higher education

5.  Active Learning and
Constructivism
contributions of scientists in the development of higher education
John Dewey's
ideas on
experiential
learning
Jerome Bruner's
concept of
constructivism, problem-
solving activities.
They promoted the idea that learning is an
active process
 Cognitive Psychology and
Learning Theories:
Jean Piaget's
theory:
about cognitive
development.
Vygotsky's theory:
About sociocultural
relations.
They discovered important roles in
understanding how students learn.

6.  Technology-Enhanced
Learning
contributions of scientists in the development of higher education
Richard Mayer
extensive research on multimedia
learning
his work has led to the development of
effective e-learning strategies and the
usage of technology in higher education
 Assessment and Feedback:
Benjamin Bloom
helped educators
design effective
assessments.
Grant Wiggins and Paul
Black
formative assessment
and the importance of
timely feedback
.

7. contributions of scientists in the development of higher education
o their researches bridged the gap between neuroscience and education.
o providing insights into effective teaching practices
 Neuroscience and Education:
Eric Jensen. Mary Helen Immordino-
Yang
.

8. contributions of scientists in the development of higher education
o These contributions by scientists have informed the development of pedagogy.
o Describes the quality of higher education by promoting evidence-based
teaching practices.
Result:
Finally for now Educators continues to draw upon this research to create
engaging and effective learning experiences for students in higher
education settings.

9. contributions of scientists in the development of higher education
[1] Piaget, J. (1950). "The Psychology of Intelligence." Routledge.
[2] Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological Processes." Harvard University Press.
[3] Dewey, J. (1938). "Experience and Education." Macmillan.
[4] Bruner, J. S. (1961). "The Process of Education." Harvard University Press.
[5] Bloom, B. S. (1956). "Taxonomy of Educational Objectives: The Classification of Educational Goals." David McKay
Company.
[6] Wiggins, G., & McTighe, J. (2005). "Understanding by Design." Association for Supervision and Curriculum
Development.
[7] Black, P., & Wiliam, D. (1998). "Assessment and Classroom Learning." Assessment in Education: Principles, Policy &
Practice, 5(1), 7-74.
[8] Mayer, R. E. (2009). "Multimedia Learning." Cambridge University Press.
[9] Jensen, E. (2008). "Brain-Based Learning: The New Paradigm of Teaching." Corwin Press.
[10] Immordino-Yang, M. H. (2016). "Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective
Neuroscience." W. W. Norton & Company.
References:

10. Thank you from your attention
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