Related Research Articles
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. The field of educational psychology relies heavily on quantitative methods,including testing and measurement,to enhance educational activities related to instructional design,classroom management,and assessment,which serve to facilitate learning processes in various educational settings across the lifespan.
Learning theory describes how students receive,process,and retain knowledge during learning. Cognitive,emotional,and environmental influences,as well as prior experience,all play a part in how understanding,or a world view,is acquired or changed and knowledge and skills retained.
Science education is the teaching and learning of science to school children,college students,or adults within the general public. The field of science education includes work in science content,science process,some social science,and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical,life,earth,space,and human sciences.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated and knowledge is constructed through interaction with others.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student;this instructional approach allows students to experience student-centered learning,which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
In contemporary education,mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching,learning,and carrying out scholarly research into the transfer of mathematical knowledge.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness,or incorrectness,of their actions in the tutor interface;however,cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission,rather they construct new understandings and knowledge through experience and social discourse,integrating new information with what they already know. For children,this includes knowledge gained prior to entering school. It is associated with various philosophical positions,particularly in epistemology as well as ontology,politics,and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
David Paul Ausubel was an American psychologist. His most significant contribution to the fields of educational psychology,cognitive science,and science education learning was on the development and research on "advance organizers" since 1960.
This is an index of education articles.
Mitchell J. Nathan is Full Professor of Educational Psychology,Chair of the Learning Science program in the School of Education at the University of Wisconsin–Madison,and a researcher at the Wisconsin Center for Education Research.
E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.
Allan M. Collins is an American cognitive scientist,Professor Emeritus of Learning Sciences at Northwestern University's School of Education and Social Policy. His research is recognized as having broad impact on the fields of cognitive psychology,artificial intelligence,and education.
David Klahr is an American psychologist whose research ranges across the fields of cognitive development,psychology of science,and educational psychology and has been a professor at Carnegie Mellon University since 1969. He is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences at Carnegie Mellon University and a member of the National Academy of Education,a Fellow of the American Psychological Association,a Charter Fellow of the Association for Psychological Science,on the Governing Board of the Cognitive Development Society,a member of the Society for Research in Child Development,and the Cognitive Science Society. He was an associate editor of Developmental Psychology and has served on the editorial boards of several cognitive science journals,as well as on the National Science Foundation's subcommittee on Memory and Cognitive Processes,and the National Institutes of Health's Human Development and Aging Study Section.
Elfrieda "Freddy" Hiebert is an educational researcher whose work examines literacy,learning,early childhood development,teacher development,writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently,she is the CEO and president of TextProject,Inc.,an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools,particularly through using science and social studies texts,used for reading instruction.
Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research:learning science in learning communities,coteaching,authentic school science education,cultural-historical activity theory,social studies of science,gesture studies,qualitative research methods,embodied cognition,situated cognition,and the role of language in learning science and mathematics.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading,intrinsic motivations for reading,and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain:observing and personalizing,searching and retrieving,comprehending and integrating,communicating to others,and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Female education in STEM includes child and adult female represented in the fields of science,technology,engineering,and mathematics (STEM). In 2017,33% of students in STEM fields were women.
Michelene (Micki) T. H. Chi is a cognitive and learning scientist known for her work on the development of expertise,benefits of self-explanations,and active learning in the classroom. Chi is the Regents Professor,Dorothy Bray Endowed Professor of Science and Teaching at Arizona State University,where she directs the Learning and Cognition Lab.
References
- 1 2 "Dr. James Stigler, a Leading Authority in Teaching and Learning Methodologies, Named Fellow of the Precision Institute at National University". September 14, 2017.
- 1 2 3 "Why so many U.S. students aren't learning math". University of California. October 25, 2018.
- 1 2 "The Harvard Educational Review". HEPG.
- ↑ "The Learning Gap" (PDF).
- ↑ "John Simon Guggenheim Foundation | James W. Stigler".
- ↑ "Jim Stigler". cptm.soe.umich.edu.
- ↑ "Association for Psychological Science: APS Fellows". www.psychologicalscience.org. Archived from the original on 2020-08-13. Retrieved 2019-09-27.
- ↑ "Our Members". National Academy of Education.
- 1 2 3 4 "Faculty Page | UCLA Psychology Department". www.psych.ucla.edu.
- 1 2 "Psychology professor named fellow at National University". UCLA.
- ↑ "Pearson Education acquires LessonLab".
- ↑ "Zaption: Bringing YouTube to Life in the Classroom". The EdTech Roundup.
- 1 2 "Struggle For Smarts? How Eastern And Western Cultures Tackle Learning". NPR.org.
- ↑ Röj-Lindberg, Ann-Sofi. "The VIDEOMAT project". Suomen Ainedidaktisen Tutkimusseuran Julkaisuja Ainedidaktisia Tutkimuksia 2 Matematiikan Ja Luonnontieteiden Opetuksen Ajankohtaista Tutkimusta– via www.academia.edu.
- ↑ Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W. (June 22, 2012). "Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning". American Educational Research Journal. 49 (3): 568–589. doi:10.3102/0002831212437853. S2CID 62242511 – via arizona.pure.elsevier.com.
- ↑ Son, Ji Y.; Ramos, Priscilla; DeWolf, Melissa; Loftus, William; Stigler, James W. (January 24, 2018). "Exploring the practicing-connections hypothesis: using gesture to support coordination of ideas in understanding a complex statistical concept". Cognitive Research: Principles and Implications. 3 (1): 1. doi:10.1186/s41235-017-0085-0. PMC 5780541 . PMID 29399620.
- ↑ "Learning Our Way Into a Better System". Carnegie Foundation for the Advancement of Teaching. July 31, 2013.
- ↑ "Ji Son". Cal State LA. September 23, 2014.
- ↑ "CourseKata". coursekata.org.