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emphasizing problem solving; recognizing that teaching and learning need to occur in multiple contexts; assisting students in learning how to monitor their learning and thereby become self-regulated learners; anchoring teaching in the diverse life context of students [clarification needed] encouraging students to learn from each other
The connection made between the content and the authentic context is referred to as "anchoring". These models typically embed all the information needed for the problem to be solved, such data and hints. Anchored instruction is akin to problem-based learning (P.B.L.) with the exception of its open-endedness.
Transfer depends on initial practice and the degree to which a successive task has similar cognitive elements to a prior task. Claim: Teaching abstractions is ineffective. Argument: Abstract instruction can be made effective by combining of abstract concepts and concrete examples. Claim: Instruction must happen in complex social contexts.
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
The seminal paper "Situated Cognition and the Culture of Learning" by John Seely Brown, Allan Collins, and Paul Duguid brought situated cognition to the forefront as an emerging instruction model. In this paper, the authors criticize public schooling for separating the "knowing and doing" and for treating knowledge "as an integral, self ...
Instructional modeling is a common pedagogical practice where an instructor “acts out” or conducts an exhibition of proper skill performance, process execution, or cognitive processing (e.g. think-aloud). Students refer to the instructor's model and attempt to mimic or reproduce what they observed.
Nursing theory is defined as "a creative and conscientious structuring of ideas that project a tentative, purposeful, and systematic view of phenomena". [1] Through systematic inquiry, whether in nursing research or practice, nurses are able to develop knowledge relevant to improving the care of patients.
The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.