MEITE/Notes: Difference between revisions
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;behaviorism | ;behaviorism | ||
: "deterministic branch of psychology concerned with the experimental study of behavior" <ref name="murphy_and_knight" /> | : "deterministic branch of psychology concerned with the experimental study of behavior" <ref name="murphy_and_knight" /> | ||
;cognition | |||
:;situated cognition | |||
:: "a theoretical frame focused on contextualized social practices that must be investigated in situ" <ref name="murphy_and_knight" /> | |||
:;social cognition | |||
:: "not only does the environment affect human behavior but human behavior also affects the environment, through the process of reciprocal determinism" <ref name="murphy_and_knight" /> | |||
;constructionism | ;constructionism | ||
: "highlights the hands-on construction of physical artifacts that communicate one's understanding" <ref name="lee_and_hannafin" /> | : "highlights the hands-on construction of physical artifacts that communicate one's understanding" <ref name="lee_and_hannafin" /> | ||
| Line 10: | Line 15: | ||
: "represents an epistemological perspective as to the nature and evolution of individual understanding" <ref name="lee_and_hannafin" /> | : "represents an epistemological perspective as to the nature and evolution of individual understanding" <ref name="lee_and_hannafin" /> | ||
:;cognitive constructivism | :;cognitive constructivism | ||
:: information processing theory "but more expressly influenced by biophysical understandings of human growth and development, as well as by the role the environment plays in experience" <ref name="murphy_and_knight" /> | :: information-processing theory "but more expressly influenced by biophysical understandings of human growth and development, as well as by the role the environment plays in experience" <ref name="murphy_and_knight" /> | ||
:;social constructivism | :;social constructivism | ||
:: "[focuses] on learning and reasoning in collaborative groups and on the use of scaffolding" <ref name="murphy_and_knight" /> | :: "[focuses] on learning and reasoning in collaborative groups and on the use of scaffolding" <ref name="murphy_and_knight" /> | ||
:: "[views] instruction in terms of dialogue, augmentation, and problem-based learning" <ref name="murphy_and_knight" /> | :: "[views] instruction in terms of dialogue, augmentation, and problem-based learning" <ref name="murphy_and_knight" /> | ||
:: focus on how people construct representations of the outside world and how it is influenced by others | |||
:;radical constructivism | :;radical constructivism | ||
:: "attributes the greatest power to the individual, not only to shape his or her learning process but also to dictate what constitutes viable learning outcomes" <ref name="murphy_and_knight" /> | :: "attributes the greatest power to the individual, not only to shape his or her learning process but also to dictate what constitutes viable learning outcomes" <ref name="murphy_and_knight" /> | ||
;epistemology | |||
: "study of knowledge" <ref name="miller_ch2" /> | |||
:;genetic epistemology | |||
:: study of "developmental changes in the process of knowing and in the organization of knowledge" <ref name="miller_ch2" /> | |||
;information-processing theory | |||
: "how deeply or superficially individuals process the information in their environments serves to explain what they remember over time" <ref name="murphy_and_knight" /> | |||
;intelligence | |||
: (Piaget) "adaptation to the environment" <ref name="miller_ch2" /> | |||
;scheme | |||
: (Piaget's cognitive-stage theory) "an organized pattern of behavior" <ref name="miller_ch2" />, "reflects a particular way of interacting with the environment" <ref name="miller_ch2" />, "repeatable and generalizable" <ref name="miller_ch2" /> | |||
;social learning/cognitive theory | |||
: focus on how someone thinks about themselves and how that affects how they interact with the outside world | |||
;socioculturism | |||
: the focal point is "the social interactions of the cultural group" <ref name="murphy_and_knight" /> | |||
;stage | |||
: (Piaget's cognitive-stage theory) "a period of time during which the child's thinking and behavior in a variety of situations tend to reflect a particular type of underlying mental structure" <ref name="miller_ch2" />, "sequential levels of adapting" <ref name="miller_ch2" /> | |||
;theoretical lens | ;theoretical lens | ||
: "discernable overarching framework assumed by researchers" <ref name="murphy_and_knight" /> | : "discernable overarching framework assumed by researchers" <ref name="murphy_and_knight" /> | ||
;theory | ;theory | ||
: "a scientifically rigorous, principled understanding or explanation for a given phenomenon" <ref name="murphy_and_knight" /> | : "a scientifically rigorous, principled understanding or explanation for a given phenomenon" <ref name="murphy_and_knight" /> | ||
== Differences in Perspectives on Learning == | |||
{| class="wikitable" | |||
! Theory | |||
! Focus | |||
! Subjects | |||
! Study Locale | |||
! Tasks | |||
|- | |||
| Behaviorism | |||
| Creating desired responses | |||
| Animals | |||
| Research labs | |||
| Artificial | |||
|- | |||
| Information Processing | |||
| Knowledge acquisition and recall | |||
| Humans | |||
| Research labs | |||
| Artificial | |||
|- | |||
| Cognitive Constructivism | |||
| Knowledge construction, conceptual understanding | |||
| Humans, individually | |||
| Classrooms | |||
| Semi-authentic | |||
|- | |||
| Social Constructivism | |||
| Knowledge construction, conceptual understanding | |||
| Humans in groups | |||
| Classrooms | |||
| Authentic | |||
|- | |||
| Social Learning Theory | |||
| How people, behaviors, and environment reciprocally influence one another | |||
| Humans in environments | |||
| Classrooms, world | |||
| Authentic, includes research on how people think and development before, during and after events | |||
|- | |||
| Interpretive Reproduction | |||
| Children's evolving membership in cultures | |||
| Children, children in societies and cultures | |||
| Real world | |||
| Authentic, focusing on how children interpret, change and reproduce culture | |||
|- | |||
| Ecological Systems Theory | |||
| The many societal and cultural systems that interact with the child to shape development | |||
| Humans, humans existing in systems | |||
| Real world | |||
| Authentic, focusing on sociological | |||
|- | |||
| Sociocultural views | |||
| What knowledge is taught and why | |||
| Groups' decisions about knowledge and how to convey it | |||
| Groups | |||
| Authentic, focusing on groups or individuals in context | |||
|- | |||
| Situated Learning/Cognition | |||
| Dynamic interactions between context, culture, and the individual; change over time | |||
| Contexts, humans in contexts | |||
| Real world, naturalistic | |||
| Authentic, focusing on individuals apprenticing into groups and vice versa | |||
|} | |||
== References == | == References == | ||
| Line 25: | Line 111: | ||
<references> | <references> | ||
<ref name="lee_and_hannafin">Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. ''Educational Technology Research and Development'', 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5</ref> | <ref name="lee_and_hannafin">Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. ''Educational Technology Research and Development'', 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5</ref> | ||
<ref name="miller_ch2">Miller, P. H. (2009). Piaget’s Cognitive-Stage Theory and the Neo-Piagetians. In ''Theories of Developmental Psychology'' (5th ed., pp. 25–104). Worth Publishers.</ref> | |||
<ref name="murphy_and_knight">Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. ''Review of Research in Education'', 40(1), 402–456. https://doi.org/10.3102/0091732x16677020</ref> | <ref name="murphy_and_knight">Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. ''Review of Research in Education'', 40(1), 402–456. https://doi.org/10.3102/0091732x16677020</ref> | ||
</references> | </references> | ||
Latest revision as of 15:03, 16 October 2021
Glossary
- autonomy
- "one's self-endorsed will to make one's own decisions and take voluntary actions" [1]
- behaviorism
- "deterministic branch of psychology concerned with the experimental study of behavior" [2]
- cognition
- constructionism
- "highlights the hands-on construction of physical artifacts that communicate one's understanding" [1]
- constructivism
- "represents an epistemological perspective as to the nature and evolution of individual understanding" [1]
- cognitive constructivism
- information-processing theory "but more expressly influenced by biophysical understandings of human growth and development, as well as by the role the environment plays in experience" [2]
- social constructivism
- "[focuses] on learning and reasoning in collaborative groups and on the use of scaffolding" [2]
- "[views] instruction in terms of dialogue, augmentation, and problem-based learning" [2]
- focus on how people construct representations of the outside world and how it is influenced by others
- radical constructivism
- "attributes the greatest power to the individual, not only to shape his or her learning process but also to dictate what constitutes viable learning outcomes" [2]
- epistemology
- "study of knowledge" [3]
- genetic epistemology
- study of "developmental changes in the process of knowing and in the organization of knowledge" [3]
- information-processing theory
- "how deeply or superficially individuals process the information in their environments serves to explain what they remember over time" [2]
- intelligence
- (Piaget) "adaptation to the environment" [3]
- scheme
- (Piaget's cognitive-stage theory) "an organized pattern of behavior" [3], "reflects a particular way of interacting with the environment" [3], "repeatable and generalizable" [3]
- social learning/cognitive theory
- focus on how someone thinks about themselves and how that affects how they interact with the outside world
- socioculturism
- the focal point is "the social interactions of the cultural group" [2]
- stage
- (Piaget's cognitive-stage theory) "a period of time during which the child's thinking and behavior in a variety of situations tend to reflect a particular type of underlying mental structure" [3], "sequential levels of adapting" [3]
- theoretical lens
- "discernable overarching framework assumed by researchers" [2]
- theory
- "a scientifically rigorous, principled understanding or explanation for a given phenomenon" [2]
Differences in Perspectives on Learning
| Theory | Focus | Subjects | Study Locale | Tasks |
|---|---|---|---|---|
| Behaviorism | Creating desired responses | Animals | Research labs | Artificial |
| Information Processing | Knowledge acquisition and recall | Humans | Research labs | Artificial |
| Cognitive Constructivism | Knowledge construction, conceptual understanding | Humans, individually | Classrooms | Semi-authentic |
| Social Constructivism | Knowledge construction, conceptual understanding | Humans in groups | Classrooms | Authentic |
| Social Learning Theory | How people, behaviors, and environment reciprocally influence one another | Humans in environments | Classrooms, world | Authentic, includes research on how people think and development before, during and after events |
| Interpretive Reproduction | Children's evolving membership in cultures | Children, children in societies and cultures | Real world | Authentic, focusing on how children interpret, change and reproduce culture |
| Ecological Systems Theory | The many societal and cultural systems that interact with the child to shape development | Humans, humans existing in systems | Real world | Authentic, focusing on sociological |
| Sociocultural views | What knowledge is taught and why | Groups' decisions about knowledge and how to convey it | Groups | Authentic, focusing on groups or individuals in context |
| Situated Learning/Cognition | Dynamic interactions between context, culture, and the individual; change over time | Contexts, humans in contexts | Real world, naturalistic | Authentic, focusing on individuals apprenticing into groups and vice versa |
References
- ↑ 1.0 1.1 1.2 Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
- ↑ 2.00 2.01 2.02 2.03 2.04 2.05 2.06 2.07 2.08 2.09 2.10 Murphy, P. K., & Knight, S. L. (2016). Exploring a Century of Advancements in the Science of Learning. Review of Research in Education, 40(1), 402–456. https://doi.org/10.3102/0091732x16677020
- ↑ 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Miller, P. H. (2009). Piaget’s Cognitive-Stage Theory and the Neo-Piagetians. In Theories of Developmental Psychology (5th ed., pp. 25–104). Worth Publishers.