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 16: | Line 21: | ||
:;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" /> | ||
;socioculturism | |||
: the focal point is "the social interactions of the cultural group" <ref name="murphy_and_knight" /> | |||
;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" /> | ||
Revision as of 20:07, 29 September 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]
- 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]
- socioculturism
- the focal point is "the social interactions of the cultural group" [2]
- theoretical lens
- "discernable overarching framework assumed by researchers" [2]
- theory
- "a scientifically rigorous, principled understanding or explanation for a given phenomenon" [2]
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
- ↑ 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 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