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Michael (2001) also condemned teachers’ reluctance to incorporate meaningful learning in the classroom, saying that they are over-relying on outdated (often rote) teaching techniques rather than using more modern and efficient techniques. [3] There are many scientifically proven ways of fostering meaningful learning in the classroom.
He has developed a theory of education to guide research and instruction, first published in 1977 and updated in 1998. [1] His latest research work includes studies on students' ideas on learning and epistemology, and methods of applying educational ideas and tools (such as concept mapping) in corporate settings and distance learning programs.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
There are those who also cite the contribution of John Dewey such as his works on action research, which allows the construction of complex understanding of teaching and learning. [2] Dewey and Piaget researched childhood development and education; both were very influential in the development of informal education. Dewey's idea of influential ...
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know to acquire more knowledge. [ 1 ]
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
In the DAP environment, through intentional teaching techniques, as well as by capitalizing on teachable moments, children are engaged in authentic, meaningful learning experiences. Educators do not just teach to the whole group, but use a variety of grouping strategies, including small groups, pairs and 1:1.
Gagné 's understanding and theories of human learning added significantly to understanding the stages in cognitive processing and instructions. [18] For example, Gagné argued that instructional designers must understand the characteristics and functions of short-term and long-term memory to facilitate meaningful learning. [18]
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