MEITE/Notes
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.