The Genevan view, representing a hard-line constructivist position, is discussed with regard to the differing natures of episodic and semantic memory. Schemas, which provide the background organization to long-term memory, and thus a structure in which to fit new information, are considered to play a central role in memory strengthening under the Genevan view, which posits the non-divorce hypothesis. or the idea that activated schemas continue to make contact with long-term memory content rather than terminating at a specific point during retrieval. The Genevan view, by emphasizing semantic coding through automatic processes, is contrasted with Baddeley’s theory of memory, with its emphasis on perceptual coding and conscious control processes to retain information. Theoretical questions, such as the different degrees of schematic integration present in episodic and semantic memory, are considered within critical reviews of research on amnesia, category formation in long-term memory, and Piaget’s studies on seriation development evident in the drawings of children.

The Development of Thought: Equilibration of Cognitive Structures

Piaget’s Model

/pdf/quality-assurance-in-education-readiness-of-islamic-higher-551lzx9vle.pdf

Quality Assurance in Education: Readiness of Islamic Higher Education to Face the New Accreditation Model in Indonesia

Abstract 
The aim of this study is to find out the misconceptions about the photosynthesis and respiration processes and their causes among elementary levels of Science students. When students come into the classrooms they have a lot of misconceptions/ alternative ideas based on their previous understanding, learning experiences, and observation of their surroundings. It started from the initial level where children construct their knowledge by observing the world. These ideas, beliefs, observations, and make their preconceptions. This research had been conducted to find out the misconceptions about respiration and photosynthesis and their causes.  The nature of this research study is an exploratory case study from the private school of Sukkur, Sindh. Semi-structured interviews and unstructured observations were done to conduct the data for this research study to investigate the misconceptions in Science. One private school was selected for this research in Sukkur. The sample size for this research was eight students in class eight and two science teachers. Four girls and four boys were chosen and two teachers, one male, and one female were chosen to conduct the data. The semi-structured interviews were recorded by teachers and students and then translated and transcribed. After that, read the code and identify the patterns. The codes were assigned to the responses of participants based on similarities and differences. The themes were extracted from the coding of the responses and categorized into seven themes and one sub-theme. It was determined that students had many misconceptions about photosynthesis and respiration processes.

/pdf/exploring-students-misconceptions-and-their-causes-in-3apw4pft.pdf

Exploring Students’ Misconceptions and their Causes in Photosynthesis and Respiration: A Case Study of a Private Sector School of Sukkur, Sindh, Pakistan

North Korean women entrepreneurs learning from failure

What does it mean to teach well? What does it mean to be a good teacher? These are questions that have been asked for hundreds if not thousands of years; yet, an unequivocal answer has not been reached. Drawing on Thomas Kuhn’s (1962/1996) concept of a paradigm, it is easy to see that the field of curriculum is anything but paradigmatic. Competing philosophical, psychological, and sociological schools of thought, for example, all support differing ideas of what “good teaching” looks like, and teacher education programs often reflect this diversity of thought. The situation does not end at the borders of campuses, either. Not only must teachers aspire to live up to their own ever-evolving ideas of what it means to be a good teacher, but they must also grapple with often differing conceptions of what good teaching means to their coworkers, their school’s administration, their students, their students’ parents, and others. This dissertation is a meditation on my experiences of teaching and being taught—it is about being caught between conflicting and sometimes incommensurable ideas about what it means to teach well and how teachers can find a space to work productively and sanely in the tensions that abound. It has both personal and communal aspects and fluctuates between the subjective and social. On the one hand, it is a way to work through curricular issues I have faced as well as a way to help me think about issues I encounter in daily life. On the other hand, it is a way to share some of my experiences and insights with those in the field of education and to engage with them in a conversation about teaching. While this dissertation focuses on a recursive analysis of my teaching-learning experiences over three decades, it also attempts more. It endeavors to place those experiences within a larger social and cultural frame. In this manner, I hope a deeper understanding of what each reader—teacher educator or practitioner in the field—believes constitutes "good teaching" may emerge. 

The Development of Thought: Equilibration of Cognitive Structures

Citations

Piaget’s Model

Quality Assurance in Education: Readiness of Islamic Higher Education to Face the New Accreditation Model in Indonesia

Exploring Students’ Misconceptions and their Causes in Photosynthesis and Respiration: A Case Study of a Private Sector School of Sukkur, Sindh, Pakistan

North Korean women entrepreneurs learning from failure

Reflections on teaching: dwelling in a third space

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