Abstract: This report presents the relationship between teaching and learning and attempts to explain the learning process. The contemporary perspective for effective information processing and tasks of educators are included to provide further explanation of the .
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Educational Technology Research and Development
Page 1. Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Part Ii [] Michael J, Hannafin Lloyd P. Rieber Michael J. Hannafin is with the Center for Research and Development .
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Abstract To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self Condition) or their psychology professor‟ s (Professor Condition) perspective.
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"Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. 'Theories of Learning and Studies of Instructional Practice' seeks to remedy this by helping construct a foundation for a practice-based science of instruction. It focuses on the fundamental question, what roles should theories of learning play in the study of instructional practice? In educational research, learning theories represent alternative conceptualizations of what we take learning to be. This volume examines three contemporary theories of learning with particular relevance to the study of practice, namely, situated learning, dialogic theory (or dialogism), and Deweyan transactionalism. Drawing upon a panel of internationally-prominent social scientists, psychologists, philosophers of education and teacher educators, the book critically evaluates the potential contributions of each of these three theories to a science of instructional practice. Rather than considering these matters in the abstract, chapter authors illustrate their positions by applying the different treatments of learning to selected samples of instructional practice. The data analyzed come from a particular fifth-grade classroom in which an innovative way of teaching math was being tested. Extensive transcripts, images and exhibits are provided, enabling the reader to follow and evaluate the analytic arguments being presented. This collection, therefore, delivers precisely on the book's title—it provides both an articulation of current theories of learning and a series of carefully constructed studies of instructional practice, seeking to explore the relationship between the two. In so doing it offers no easy answers. The purpose of the book, rather, is to bring areas of controversy and confusion to the surface. For researchers and graduate students in the learning sciences, this provocative volume opens the door to the next crucial round of dialogue and debate."
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Trends and Issues in Instructional Design and Technology
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The plurality of educational, teaching and learning practices has been influenced throughout history by conceptions, principles and theories. The latter legitimized some practices but refuted and criticized others. The last ones at work would be psychosocial sciences. Indeed, with one of their branches that is cognitive psychology, they are charting lately, rules of conduct and principles of operation in the field of teaching and learning. If with this conceptual field, the will is to better place the student at the center of the education system, to make him more active in the learning process, the teacher should find in the principles of cognitive psychology; a source of inspiration to implement teaching strategies that take into account psycho-cognitive mechanisms, acquisitions and learning in the student. However, the analysis of teaching processes among teachers, and the methods of acquisition of students, suggest the existence of certain discrepancies between on the one hand the teaching methods among teachers and the mechanisms of collection, organization and memorization of information among students. In other words, there is a disconnection between the principles of cognitive psychology and learning teaching practices. To do this, we looked at a population of students and their teachers with a professional bachelor's degree in teaching in physical and sports education, and then we tried to do a qualitative and quantitative analysis of the teaching methods used by teachers on the one hand and the methods of collecting, organizing and memorizing knowledge among students. It is a testimonial in the form of a semi-directive questionnaire for teachers and a multiple-choice questionnaire for students. It should be noted in passing that the collection of information took place in purely theoretical disciplines, and could only be done after a training sequence, in this case at the end of the first semester. This allows students to step back and analyze their practices and those of their teachers. Analysis of the results revealed the existence of teaching and learning processes as varied as pedagogical, teaching and learning streams. This allowed us to conclude that the theoretical currents that justify teaching and learning practices are still eclectic, and far from the new theoretical approaches, in this case, cognitive sciences. This also allowed us to see the discrepancy or even the discrepancy between the basic principles of cognitive psychology and the teaching practices put in place by teachers, as well as the practices of managing studies and learning by students. At a time when the current of cognitive psychology is becoming hegemony, at least in the discourse, learning teaching practices are at odds. These results call into question the real factors of failure, pointing the finger, the mismatch between saying and doing, between concepts and their uses. This also allowed us to note the diversity of practices in academia, despite the unity of teacher training, but also the existence of conceptual fields that can guarantee the unity of processes and mitigate the diversity and heterogeneity of populations.
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