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Cognitive Apprenticeship
Cognitive apprenticeship is a theory that emphasizes the importance of the process in which a master of a skill teaches that skill to an apprentice. Constructivist approaches to human learning have led to the development of the theory of cognitive apprenticeship.Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics (Technical Report No. 403). BBN Laboratories, Cambridge, MA. Centre for the Study of Reading, University of Illinois. January, 1987.Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. This theory accounts for the problem that masters of a skill often fail to take into account the implicit processes involved in carrying out complex skills when they are teaching novices. To combat these tendencies, cognitive apprenticeships "…are designed, among other things, to bring these tacit processes into the open, where stud ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Theory
A theory is a rational type of abstract thinking about a phenomenon, or the results of such thinking. The process of contemplative and rational thinking is often associated with such processes as observational study or research. Theories may be scientific, belong to a non-scientific discipline, or no discipline at all. Depending on the context, a theory's assertions might, for example, include generalized explanations of how nature works. The word has its roots in ancient Greek, but in modern use it has taken on several related meanings. In modern science, the term "theory" refers to scientific theories, a well-confirmed type of explanation of nature, made in a way consistent with the scientific method, and fulfilling the criteria required by modern science. Such theories are described in such a way that scientific tests should be able to provide empirical support for it, or empirical contradiction ("falsify") of it. Scientific theories are the most reliable, rigorous, and compr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
John Seely Brown
John Seely Brown (born 1940), also known as "JSB", is an American researcher who specializes in organizational studies with a particular bend towards the organizational implications of computer-supported activities. Brown served as Director of Xerox PARC from 1990 to 2000 and as Chief Scientist at Xerox from 1992 to 2002; during this time the company played a leading role in the development of numerous influential computer technologies. Brown is the co-author of ''The Social Life of Information,'' a 2000 book which analyzes the adoption of information technologies. Early life John Seely Brown was born in 1940 in Utica, New York. Brown graduated from Brown University in 1962 with degrees in physics and mathematics. He received a Ph.D. from the University of Michigan in computer and communication sciences in 1970. Career His research interests include the management of radical innovation, digital culture, ubiquitous computing, autonomous computing and organizational learning. JSB i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Situated Learning
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". The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. Lave and Wenger situated learning in certain forms of social co-participation and instead of asking what kinds of cognitive processes and conceptual structures are involved, they focused on the kinds of social engagements that provide the proper context and facilitate learning.Hanks, p. 14 Overview Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a community of practice. At its simplest, situated learning is learning that takes place in the same context in which it ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Legitimate Peripheral Participation
Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project . LPP identifies learning as a contextual social phenomenon, achieved through participation in a community practice. According to LPP, newcomers become members of a community initially by participating in simple and low-risk tasks that are nonetheless productive and necessary and further the goals of the community. Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community's practitioners. Gradually, as newcomers become old timers and gain a recognized level of mastery, their participation takes forms that are more and more central to the functioning of the community. LPP suggests that membership in a community of practice is mediated by the possible forms of participation to which newcomers have access, both physically and socially. In the case of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
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.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructivism (philosophy Of Education)
Constructivism may refer to: Art and architecture * Constructivism (art), an early 20th-century artistic movement that extols art as a practice for social purposes * Constructivist architecture, an architectural movement in Russia in the 1920s and 1930s Education * Constructivism (philosophy of education), a theory about the nature of learning that focuses on how humans make meaning from their experiences * Constructivism in science education * Constructivist teaching methods, based on constructivist learning theory Mathematics * Constructivism (philosophy of mathematics), a logic for founding mathematics that accepts only objects that can be effectively constructed * Constructivist type theory Philosophy * Constructivism (philosophy of mathematics), a philosophical view that asserts the necessity of constructing a mathematical object to prove that it exists * Constructivism (philosophy of science), a philosophical view maintaining that science consists of mental constructs cre ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Instructional Scaffolding
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. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Procedural Knowledge
Procedural knowledge (also known as Know-how, knowing-how, and sometimes referred to as practical knowledge, imperative knowledge, or performative knowledge) is the knowledge exercised in the performance of some task. Unlike descriptive knowledge (also known as "declarative knowledge" or "propositional knowledge" or "knowing-that"), which involves knowledge of specific facts or propositions (e.g. "I know that snow is white"), procedural knowledge involves one's ability to ''do'' something (e.g. "I know how to change a flat tire"). A person doesn't need to be able to verbally articulate their procedural knowledge in order for it to count as knowledge, since procedural knowledge requires only knowing how to correctly perform an action or exercise a skill. The term "procedural knowledge" has narrower but related technical uses in both cognitive psychology and intellectual property, intellectual property law. Overview Procedural knowledge (i.e., knowledge-how) is different from descr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Heuristics
A heuristic (; ), or heuristic technique, is any approach to problem solving or self-discovery that employs a practical method that is not guaranteed to be optimal, perfect, or rational, but is nevertheless sufficient for reaching an immediate, short-term goal or approximation. Where finding an optimal solution is impossible or impractical, heuristic methods can be used to speed up the process of finding a satisfactory solution. Heuristics can be mental shortcuts that ease the cognitive load of making a decision. Examples that employ heuristics include using trial and error, a rule of thumb or an ansatz, educated guess. Heuristics are the strategies derived from previous experiences with similar problems. These strategies depend on using readily accessible, though loosely applicable, information to control problem solving in human beings, machines and abstract issues. When an individual applies a heuristic in practice, it generally performs as expected. However it can alternati ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Conceptual Model
A conceptual model is a representation of a system. It consists of concepts used to help people knowledge, know, understanding, understand, or simulation, simulate a subject the model represents. In contrast, physical models are physical object such as a toy model that may be assembled and made to work like the object it represents. The term may refer to models that are formed after a wikt:concept#Noun, conceptualization or generalization process. Conceptual models are often abstractions of things in the real world, whether physical or social. Semantics, Semantic studies are relevant to various stages of process of concept formation, concept formation. Semantics is basically about concepts, the meaning that thinking beings give to various elements of their experience. Overview Models of concepts and models that are conceptual The term ''conceptual model'' is normal. It could mean "a model of concept" or it could mean "a model that is conceptual." A distinction can be made bet ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Metacognition
Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word '' meta'', meaning "beyond", or "on top of".Metcalfe, J., & Shimamura, A. P. (1994). ''Metacognition: knowing about knowing''. Cambridge, MA: MIT Press. Metacognition can take many forms, such as reflecting on one's ways of thinking and knowing when and how to use particular strategies for problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.Dunlosky, J. & Bjork, R. A. (Eds.). ''Handbook of Metamemory and Memory''. Psychology Press: New York, 2008. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Allan M
Allan may refer to: People * Allan (name), a given name and surname, including list of people and characters with this name * Allan (footballer, born 1984) (Allan Barreto da Silva), Brazilian football striker * Allan (footballer, born 1989) (Allan dos Santos Natividade), Brazilian football forward * Allan (footballer, born 1991) (Allan Marques Loureiro), Brazilian football midfielder * Allan (footballer, born 1994) (Allan Christian de Almeida), Brazilian football midfielder * Allan (footballer, born 1997) (Allan Rodrigues de Souza), Brazilian football midfielder Places * Allan, Queensland, Australia * Allan, Saskatchewan, Canada * Allan, the Allaine river's lower course, in France * Allan, Drôme, town in France * Allan, Iran (other), places in Iran Other uses * Allan, a Clan Grant split (or sept) * Ahlawat or Allan, an ethnic clan in India * ''Allan'', a 1966 film directed by Donald Shebib * "Allan" (song), a 1988 song recorded by the French artist Mylène Farmer * ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
