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Constructivist learning theory maintains that learning is a process of constructing meaning from experience [3] Contextual learning may be useful for child development if it provides learning experiences in a context in which children are interested and motivated. Various experiential learning theorists have contributed to an understanding of ...
Context-based learning (CBL) refers to the use of real-life and fictitious examples in teaching environments in order to learn through the actual, practical experience with a subject rather than just its mere theoretical parts.
Context: Context provides a framework for the usage of the product or the result at the right time, place, and situation in the social, psychological and material environment. Context creates a platform to examine the learning experiences. Community: Community helps the learner to create, interpret, reflect and form meanings. It provides ...
In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]
A context effect is an aspect of cognitive psychology that describes the influence of environmental factors on one's perception of a stimulus. [1] The impact of context effects is considered to be part of top-down design .
Applied academics is an approach to learning and teaching that focuses on how academic subjects (communications, mathematics, science, and basic literacy) can apply to the real world. [1] Further, applied academics can be viewed as theoretical knowledge supporting practical applications.
The Contextual Model of Learning is not a definition of learning, but rather it is intended to be a model for thinking about and organizing the complexities of ...
Contextual knowledge also includes information apart from the three categories, such as an awareness of school policies. Researchers argue that effective technological integration involves an understanding of the relationships between all three forms of knowledge in a teaching context. [5]