MEITE/Notes: Difference between revisions
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: "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" /> | ||
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:;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" /> | |||
;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" /> | |||
;socioculturism | ;socioculturism | ||
: the focal point is "the social interactions of the cultural group" <ref name="murphy_and_knight" /> | : the focal point is "the social interactions of the cultural group" <ref name="murphy_and_knight" /> | ||
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<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> | ||
Revision as of 20:15, 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]
- epistemology
- "study 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]
- 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
- ↑ 2.00 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
- ↑ 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.