Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
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In this paper, a review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments, which can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students themselves.About:
This article is published in Educational Research Review.The article was published on 2010-01-01 and is currently open access. It has received 727 citations till now. The article focuses on the topics: Active learning & Cooperative learning.read more
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“From Teaching to Learning”: Characteristics and Challenges of a Student-Centered Learning Culture
TL;DR: In this paper, the authors present a holistic view of learning processes using the term "learning culture", which is part of the tradition of the much-discussed "shift from teaching to learning", which calls for the learning culture to be oriented towards a student-centered view.
Journal ArticleDOI
Enfoques de Aprendizaje en Estudiantes Universitarios Argentinos según el R-SPQ-2F: Análisis de sus Propiedades Psicométricas
TL;DR: In this paper, the authors present an adaptation of the CRS-2F to evaluate enfoques de aprendizaje in poblacion estudiantil universitaria argentina.
Journal ArticleDOI
Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students
TL;DR: In this paper, the authors explored associations between defense styles, approaches to learning, students' preferences for different types of courses/teaching and achievement, and psychometric properties of the Defense Style Questionnaire (DSQ-40), used for assessing students' defense styles.
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Looking at learning approaches from the angle of student profiles
TL;DR: In this article, the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students' approaches to learning was investigated and three student profiles were identified based on WMC and motivation.
Journal ArticleDOI
Developing, expressing and contesting opinions of science: encouraging the student voice
Susan M. Howitt,Anna Wilson +1 more
TL;DR: In this article, the authors assess the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science, and find that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty.
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The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: Self-Determination Theory (SDT) as mentioned in this paper maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being.
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Organizational Learning: A Theory Of Action Perspective
Chris Argyris,Donald A. Schön +1 more
TL;DR: Aguilar et al. as discussed by the authors define intervencion as "entrar en un conjunto de relaciones en desarrollo con el proposito de ser util".
Journal ArticleDOI
Does Active Learning Work? A Review of the Research
TL;DR: In this article, the authors examine the evidence for the effectiveness of active learning and define the common forms of activelearning most relevant for engineering faculty and critically examine the core element of each method, finding broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.
Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.