Search results
Results from the WOW.Com Content Network
These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning. The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
Domain-specificity has been defined by Frankenhuis and Ploeger as that “a given cognitive mechanism accepts, or is specialized to operate on, only a specific class of information”. [12] Furthermore, domain-specific learning prescribes different learning activities for students in order to meet required learning outcomes. [13]
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2]
Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain. [ 1 ]
Some domains have shown success with anti-curriculum learning: training on the most difficult examples first. One example is the ACCAN method for speech recognition , which trains on the examples with the lowest signal-to-noise ratio first.
The scholarship of teaching and learning that involves the systematic study of teaching and learning processes. It differs from scholarly teaching in that it requires the work be made public, made available for peer review and critique according to accepted standards, and should be reproducible and extensible by other scholars. [4]
He identifies these as: 1)Active Control, 2) Design Principle, 3) Semiotic Principle, 4) Semiotic Domain, 5) Meta-level Thinking, 6) Psychosocial Moratorium Principle, 7) Committed Learning Principle 8) Identity Principle, 9) Self-knowledge Principle, 10) Amplification of Input Principle, 11) Achievement Principle, 12) Practice Principle, 13 ...
The objectives are categorized in four domains: behavioral, cognitive, affective and metacognitive. The frameworks of information literacy consisted of the first two mentioned domains (the behavioral and cognitive), while the affective and metacognitive domains are introduced in the discourse by the framework of metaliteracy. [9]