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1.
Maizam Alias Zainal Abidin Akasah Mohd. Jahaya Kesot 《European Journal of Engineering Education》2014,39(2):212-232
Learning in the cognitive domain is highly emphasised and has been widely investigated in engineering education. Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of understanding on learning theories and how they may be translated into classroom application of teaching and learning is one factor that contributes to this situation. This paper proposes a working framework for integrating the affective dimension of learning into engineering education that is expected to promote better learning within the cognitive domain. Four major learning theories namely behaviourism, cognitivism, socio-culturalism, and constructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies for achieving learning in the cognitive domain with the support of the affective dimension of learning is proposed. It is expected that integrated approach can be used as a guideline to engineering educators in designing effective and sustainable instructional material that would result in the effective engineers for future development. 相似文献
2.
Beginning with the recognition that every learning theory rests on particular assumptions about the nature and capacities of the learners, this study provides an examination of the implicit premises upon which several of the more prominent learning theories - behaviourism, cognitivism, situated learning, and social cognitivism - have been built. Even as each theory is found to propose a slightly distinct conceptualization of human nature, none are found to accommodate acknowledgement of the role of the soul, the spiritual dimension, in determining individuals' ability to learn. Expanding on Habermas's and Mezirow's ideas of learning domains as popularized by Cranton (1994), this paper shows that ultimately, the learning transaction hinges upon the phenomena of perceptions, and perceptions are realized through the realms of physical, emotional, cognitive and spiritual input. This reconceptualization of learning to include the soul as a key determinant concludes with a concrete explanation of how acknowledgement of humans' spiritual dimension holds significant potential for enhancing teaching-learning situations. 相似文献
3.
Holly Glenzer 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(1):101-105
In My Fair Lady ( Lerner & Lowe, 1956 ), the play, the renowned linguistics professor, Henry Higgins, attempts to instruct the common flower‐vendor, Eliza Doolittle, in proper English etiquette and speech. Revisit the colourful story from the perspective of a twenty‐first century instructional designer. Set in the 1910s, but written in the heyday of behaviourism, the play reflects the idea that behavioural change is the evidence of learning. As we analyse Professor Higgins's applied theory of learning and instruction, we find unique examples of behaviourism, cognitivism and constructivism at work in the instructional strategies and activities and in the good professor's interpretations of Ms Doolittle's actions and attitudes toward learning. 相似文献
4.
多媒体学习的认知机制 总被引：3，自引：0，他引：3
多媒体学习的认知机制是从两个层面上加以研究的。一个层面是专门的多媒体认知机制理论,包括双重编码理论、多媒体学习模型与新双重编码理论,另一个层面是一般性的认知机制理论,包括工作记忆模型、分布式认知理论、认知负荷理论以及生成学习理论等。这些理论对前一层面的模型起支撑作用,并能指导对多媒体学习的深入研究。但是,多媒体学习的认知机制研究应当是以建构主义学习理论而不是认知主义的学习理论为背景的,应当具有大脑认知神经科学的证据予以支持,应当是关注学习的情境性问题。 相似文献
5.
ID模型发展探析 总被引：1，自引：0，他引：1
吴全洲 《四川教育学院学报》2008,24(11):31-33
现代教育技术的核心是教学设计，教学设计模型的发展从基于行为主义的ID1到基于认知主义的ID2，再到基于建构主义的ID3，对教学实践和教学改革提供了强大的理论支持。ID3模型体现了当代最新教学观念，是以学为中心的教学设计，它把学习者的认知作用提升到了关键地位，有利于发挥学习者学习的积极性、创造性，有利于创新能力的培养，具有较好的使用前景。 相似文献
6.
Ruth Campos 《Infancia y Aprendizaje》2018,41(1):90-137
Annette Karmiloff-Smith’s perspective places development at the very core of of the explanation of psychological functioning. Her neuroconstructivist model involves several fundamental assumptions, as follows: (a) functional specificity is acquired through interactive experience with the environment through a process of progressive specialization; (b) the influence of each level of explanation in human development (i.e., genetic, cellular, neural, cognitive, behavioural and environmental) inter-depends on the others; (c) there is no one-to-one correspondence between the level of observable behaviours and the level of cognitive processes and mental representations; and (d) interaction with caregivers is the privileged development context. There is an urgency to translate these assumptions into practices that enable the optimization of developmental contexts; this paper addresses this urgency by suggesting the implications of this neuroconstructivist model for the assessment and design of support for children at risk of atypical development. 相似文献
7.
James P. Byrnes 《Educational Psychology Review》1992,4(3):309-343
The present paper considers the centrality of meta-theoretical belief systems (MTBSs) for theories of cognitive development and learning. It is argued that MTBSs guide and constrain the construction of theoretical models and developmental mechanisms. Moreover, it is shown how MTBSs can be effectively used to categorize theories and to address the issue of whether theories of cognitive development and learning can be coherently combined to form larger, more comprehensive theories. The paper proceeds by first defining the nature of theories and then defining eight major MTBSs: nativism, empiricism, constructivism, structuralism, functionalism, behaviorism, neobehaviorism, and cognitivism. Following this exposition, it is shown how MTBSs underlie model construction. Next, the issue of whether theories can be combined is discussed in terms of the logical compatibility of their underlying MTBSs. Then, two contemporary theories which combine constructs from several different theoretical perspectives are described to illustrate how theories can be combined coherently. Finally, implications are drawn. 相似文献
8.
The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students’ problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed. 相似文献
9.
Paul Wagner 《Clearing house (Menasha, Wis.)》2013,86(5):204-205
Learning theories are essential for effective teaching in that they shed light on different aspects of the learning process. The spectrum of learning theories can be categorized into three main areas: behaviorism, cognitivism, and constructivism. Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction. In contrast to behaviorism, cognitivism is a relatively recent learning theory and its features are not well known or are confused with constructivism by teachers. This article aims to provide an overview of the core characteristics of cognitivism, its philosophical and theoretical basis, its implications for classroom practices, and its illustrative teaching methods. Cognitive apprenticeship, reciprocal teaching, anchored instruction, inquiry learning, discovery learning, and problem-based learning are explicated as the most distinctive methods of the cognitive perspective on learning. 相似文献
10.
11.
西方两大派别学习理论发展过程的系统分析 总被引：13，自引：0，他引：13
莫雷 《华南师范大学学报(社会科学版)》2003,4(4):103-110
西方学习理论可以分为学习的联结主义理论与学习的认知主义理论。学习的联结派认为，学习实质上是通过建立简单的联系而获得经验的过程，从桑代克的试误说起，到华生的经典性条件反射说，斯金纳的操作性条件反射说，再到班杜拉的观察学习说，联结派在本规范内经历了不断完善的过程。学习的认知派则认为，学习是经过复杂的加工活动建立认知结构而获得经验的过程，学习认知派理论从格式塔完形说、托尔曼的认知地图说开始，经历了从认知主义到建构主义的发展过程。由于两大派学习理论都无法解释学习的全野，因此也出现了企图融合两大派理论的折中主义学习理论。 相似文献
12.
Hsiu-Mei Huang 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):27-37
Since online learning has a different setting from the conventional classroom, online educators need to use some special techniques and perceptions to lead to success. Moreover, adults have special needs and requirements as learners compared with children and adolescents, thus online educators should know how adults can learn best because of their special characteristics. Philosophical and methodological shifts also affect instruction. Many researchers have suggested that constructivism should be applied in distance education. Thus, this paper attempts to examine the impact of constructivism in online learning environments when focusing on adult learners. The author develops the connection between constructivism and adult learning theory. In addition, the paper proposes instructional guidelines using the constructivist approach in online learning for adults. 相似文献
13.
正确掌握自考生自主学习理论依据,是有效实施自主学习的前提条件。最近发展区理论、自我效能感理论、建构主义学习理论、社会互动理论、元认知学习理论,分别对学习目标、学习动机、学习过程、学习交流和学习监控评价等方面产生影响,并提出相关规定。 相似文献
14.
建构主义学习理论--新型师生关系建立的合理选择 总被引：2，自引：0，他引：2
侯日霞 《乌鲁木齐成人教育学院学报》2004,12(1):50-52
建构主义学习理论影响到了教育的方方面面。传统师生关系在其影响下向更人道、更民主、更适合人的发展方向发展。建构主义是促使师生关系从实然状态向应然状态转变的理论基础，在其指导下，新型的民主对话，平等合作的师生关系将建立起来。 相似文献
15.
Kevin M. Roessger 《International Journal of Lifelong Education》2013,32(5):569-589
The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field’s homogeneous behaviourist interpretation, which attributes methodological behaviourism’s principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on private events, reductionism, mechanism, operationalism, and logical positivism. Examples of critical misunderstandings in adult education literature are detailed. The philosophy’s impact on adult education is discussed in three areas: instructional design, adult career and technical education, and human resource development. Recent advances in behaviour analytic research and practice are then presented to demonstrate its continued relevance to adult education. It is argued that a re-conceptualization of behaviourism is needed to position radical behaviourism as a unique adult education philosophy. 相似文献
16.
《The Internet and Higher Education》2007,10(1):15-25
Interaction is an essential ingredient in any learning process. However, every interaction does not lead to increased learning. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. The precise meaning of meaningful interaction is strongly related to the learning theories underlying the development of particular learning environments. The primary goal of this paper is to re-conceptualize online interaction in terms of meaningful learning based on the learning theory known as social constructivism. Analyzing interaction through this theoretical framework may yield design principles needed to improve the quality of Web-based learning environments. A secondary goal of this paper is to present the implications of meaningful online interaction for researchers and developers. 相似文献
17.
Embodied cognition as grounding for situatedness and context in mathematics education 总被引：1，自引：0，他引：1
Rafael E. Núñez Laurie D. Edwards João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65
In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent.
We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural
and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental
bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides
a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important
consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of
modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how
embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties
underlying the understanding of continuity.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
建构主义是学习理论历经行为主义、认知主义之后的进一步发展。运用建构主义学习理论指导多媒体课件制作,以学生为中心、以教师为主导,艺术地创设真实情境,激发兴趣,提高课件质量。 相似文献
19.
建构主义是学习理论历经行为主义、认知主义之后的进一步发展。运用建构主义学习理论指导多媒体课件制作,以学生为中心、以教师为主导,艺术地创设真实情境,激发兴趣,提高课件质量。 相似文献
20.
小说阅读是英语专业学生提高语言感知、综合理解和应用能力的必要途径,也是传统课堂外语教学的必要延伸和补充。本文借助认知发展、二语习得、互动信息加工模式等理论以及我国外语界老前辈的经验之谈,对小说文本阅读与外语学习的关系展开深入探讨,试图为开展以小说文本阅读为主的"读书工程"寻求理论依据。 相似文献