Showing papers on "Experiential learning published in 1990"

Researching Lived Experience: Human Science for an Action Sensitive Pedagogy

Abstract: Preface Preface to the 2nd Edition 1. Human Science Introduction Why Do Human Science Research? What Is a Hermeneutic Phenomenological Human Science? What Does it Mean to Be Rational? What a Human Science Cannot Do Description or Interpretation? Research-Procedures, Techniques, and Methods Methodical Structure of Human Science Research 2. Turning to the Nature of Lived Experience The Nature of Lived Experience Orienting to the Phenomenon Formulating the Phenomenological Question Explicating Assumptions and Pre-understandings 3. Investigating Experience as We Live It The Nature of Data (datum: thing given or granted) Using Personal Experience as a Starting Point Tracing Etymologjcal Sources Searching Idiomatic Phrases Obtaining Experiential Descriptions from Others Protocol Writing (lived-experience descriptions) Interviewing (the personal life story) Observing (the experiential anecdote) Experiential Descriptions in Literature Biography as a Resource for Experiential Material Diaries, Journals, and Logs as Sources of Lived Experiences Art as a Source of Lived Experience Consulting Phenomenological Literature 4. Hermeneutic Phenomenological Rel1ectlon Conducting Thematic Analysis Situations Seeking Meaning What Is a Theme? The Pedagogy of Theme Uncovering Thematic Aspects Isolating Thematic Statements Composing Linguistic Transformations Gleaning Thematic Descriptions from Artistic Sources Interpretation through Conversation Collaborative Analysis: The Research Seminar/Group Lifeworld Existentials as Guides to Reflection Determining Incidental and Essential Themes 5. Hermeneutic Phenomenological Writing Attending to the Speaking of Language Silence-the Limits and Power of Language Anecdote as a Methodological Device The Value of Anecdotal Narrative Varying the Examples Writing Mediates Reflection and Action To Write is to Measure Our Thoughtfulness Writing Exercises the Ability to See The Write is to Show Something To Write is to Rewrite 6. Maintaining a Strong and Oriented Relation The Relation Between Research/Writing and Pedagogy On the Ineffability of Pedagogy "Seeing" Pedagogy The Pedagogic Practice of Textuality Human Science as Critically Oriented Action Research Action Sensitive Knowledge Leads to Pedagogic Competence 7. Balancing the Research Context by Considering Parts and Whole The Research Proposal Effects and Ethics of Human Science Research Plan and Context of a Research Project Working the Text Glossary Bibliography Index

Learning strategies in second language acquisition

Abstract: O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.

Self-Regulated Learning and Academic Achievement: An Overview

Abstract: Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing on subsequent articles in this journal issue as well as my research with colleagues, I discuss how the study of component processes contributes to our growing understanding of the distinctive features of students' self-regulated learning. Finally, the implications of self-regulated learning perspective on students' learning and achievement are considered.

Adult Language Learning Styles and Strategies in an Intensive Training Setting

Abstract: cations of his language progress. He dislikes ambiguity and wants explicit explanations. Scott succeeds through hard work and self-discipline. In terms of the Myers-Briggs adaptation of Carl Jung's learning-styles model, psychological type (22; 32), he is a "Judger." Peter, Scott's FSI classmate, is more relaxed about language learning. He prefers the less structured parts of the course and accepts the ambiguities involved in learning the new language. In contrast to Scott, Peter could be described as playing his way through language learning. Psychological type theory calls him a "Perceiver." There are three more scales in addition to

The Lived Meaning of Free Choice: An Existential-Phenomenological Description of Everyday Consumer Experiences of Contemporary Married Women

Abstract: An existential-phenomenological description of everyday consumer experiences of contemporary married women with children is offered. An idiographic case study provides a thick description of this phenomenon and illustrates the hermeneutic process used in the interpretation. Following the case study, three interpretive themes are presented as mutually related aspects of an experiential gestalt that is shaped by the contextual ground of participants' life-world situations. Viewed holistically, the thematic aspects exhibit several dialectical relations that can be understood in terms of the emergent meaning of free choice. The applicability of this experiential gestalt to other life-world contexts is discussed.

Learning Communities: Creating Connections Among Students, Faculty, and Disciplines

Abstract: Learning communities are curricular structures that link different disciplines around a common theme or question. They give greater coherence to the curriculum and provide students and faculty with a vital sense of shared inquiry. This volume examines the concept of learning communities within the framework of twentieth-century educational theory and reform. The authors provide comprehensive, detailed descriptions of how to design, maintain, and evaluate learning communities and include firsthand accounts from students and faculty in learning communities across the nation. At a time when higher education seeks a sense of shared purpose, learning communities offer an approach that balances the demands of individualism with those of contributing to the common good. Solutions to the problems we confront require multiple points of view, a variety of competencies, and an acknowledgment of interdependence and mutual respect. Learning communities are one way we may build the commonalities and connections so essential to our education and our society. This is the 41st issue of the quarterly journal New Directions for Teaching and Learning.

Cooperative Learning: Theory and Research

Abstract: Preface Cooperative Learning and Achievement: Methods for Assessing Causal Mechanisms by George P. Knight and Elaine Morton Bohlmeyer Cooperative Learning and Achievement by David W. Johnson and Roger T. Johnson A Situational Identity Perspective on Cultural Diversity and Teamwork in the Classroom Norman Miller and Hugh Jordan Harrington Teachers' Verbal Behavior in Cooperative and Whole-Class Instruction by Rachel Hertz-Lazarowitz and Hana Shachar Creating Classroom Communities of Literature Thinkers by Gordon Wells, Gen Ling M. Chang, and Ann Maher Cooperative Learning and Students' Academic Achievement, Process Skills, Learning Environment, and Self-Esteem in Tenth-Grade Biology Classrooms Reuven Lazarowitz and Gabby Karsenty Team Learning, Motivation to Learn, and Academic Achievement by Shlomo Sharan and Ada Shaulov Treating Status Problems in the Cooperative Classroom by Elizabeth G. Cohen, Rachel Lotan, and Lisa Catanzarite Cooperative Learning as Part of a Comprehensive Classroom Program Designed to Promote Prosocial Development by Daniel Solomon, Marilyn Watson, Erc Schaps, Victor Battistich, and Judith Solomon Comprehensive Cooperative Learning Models: Embedding Cooperative Learning in the Curriculum and the School by Robert E. Slavin Cooperative Learning: A Perspective on Research and Practice by Shlomo Sharan Selected Bibliography Index

Phases of Meaningful Learning

Abstract: The research literature is examined for evidence suggesting that in complex, meaningful learning the learner passes through a series of stages or phases during which the learning process and the variables influencing it change systematically. After discussing various conceptual and methodological issues, phase theories in both simpler and more meaningful forms of learning are reviewed. Finally, the initial, intermediate, and terminal phases of learning are discussed. It is suggested that during the initial phase of learning the individual typically acquires isolated facts that are interpreted in terms of preexisting schemata and added to existing knowledge structures. Gradually, the learner begins to assemble these pieces into new schemata that provide him or her with more conceptual power until a level of automaticity is achieved.

Development Aspects of Self-Regulated Learning

Abstract: Self-regulated learners understand, value, and engage academic learning in ways that are fundamentally different than their peers who have difficulty in school. We discuss how students become aware of themselves as learners and the kinds of theories that students construct about schooling. Children's ideas about success and failure, their awareness and attribution, and their metacognition and motivation, develop concurrently as they progress through formal education. We focus on developmental changes in students' theories about learning and how they are influenced by variables in school such as task difficulty, helping behavior, and standards of success. Instructional conditions that promote children's self-regulated learning are also discussed. We believe that self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in ...

Instructed second language acquisition : learning in the classroom

Abstract: Preface. 1. Investigating Classroom Language Learning. 2. Behaviourist Learning Theory and Classroom Language Learning. 3. Naturalistic Language Learning and Classroom Language Learning. 4. Classroom Process Research. 5. The Relationship between Classroom Interaction and Language Learning. 6. Formal Instruction and Language Learning. 7. A Theory of Classroom Language Learning. 8. Final Comments.

Understanding a Brain-Based Approach to Learning and Teaching.

Abstract: T he greatest challenge of brain research for educators does not lie in understanding the ana tomical intricacies of brain functioning but in comprehending the vastness, complexity, and potential of the hu man brain. What we are beginning to discover about the role of emotions, stress, and threat in learning and about memory systems and motivation is challenging basic assumptions about traditional education. Fully under stood, this information requires a ma jor shift in our definitions of testing and grading and in the organizational structure of classrooms and schools.

Making the most of experience

Abstract: Increasing interest is now being focused on how adults learn from experience, but there is no adequate framework to assist learners and those who facilitate learning‐promote learning in the midst of experience. This paper provides a way of conceptualising experience‐based learningwhich considers the personal foundation of experience of learners, their intent and their interaction with a learning milieu. Two elements of the learning experience ‐‐ noticing and intervening–are discussed in detail. The implications for thefacilitation of learning are explored.

Formal and informal learning in science: the role of the interactive science centres

Abstract: This article examines the contribution that one area of informal learning - hands-on, interactive centres - can make to science education.

Aspects of an Educational Learning Theory

Abstract: Contemporary cognitive science has created the possibility of an educational learning theory closely related to existing cognitive theories but operative at a higher level of description. Issues that must be addressed in developing such a theory are: How much of the external world should be included in cognitive descriptions, how to avoid degenerate functionalism, what needs explaining by an educational learning theory, and what its units of analysis should be. It is proposed that a constitutive problem for educational learning theory is the explanation of difficult learning. A unit of analysis called a contextual module is proposed and applied to this problem. An advantage of contextual modules is that they treat environmental situatedness as an emergent property resulting from reasonably well understood processes.

Active and Dynamic Self-Regulation of Learning Processes

Abstract: It is generally assumed that learning is internalization of externally available knowledge and occurs under the active control of one internal source of self-regulation: executive self-regulation. This article argues that these assumptions undermine the creative and multisource nature of learning, limit its domain to incremental learning of facts and definitions, and are largely responsible for achievement and motivational problems children experience in schools. The article defines learning as creative reconceptualization of internal knowledge and proposes two different sources of internal self-regulation: one to regulate largely the sequential aspect of learning and another to coordinate its simultaneous aspect. To extend the domain of learning beyond incremental memorization of facts, both sources of internal self-regulation must be the target of cognitive and metacognitive instruction and research.

Promoting learning through games and simulations

Abstract: In this article, the nature of learning is considered and the significance of promoting learning rather than teaching is explored. The notion of learning system is introduced and the active nature of learning from experience is considered. The importance of reflection in the process of learning is discussed. The role of simulations and games in promoting learning is then examined, followed by an exploration of the process of debriefing and its relationship to reflection. Finally, the role of the teacher is briefly considered.

Cooperative learning in mathematics : a handbook for teachers

Abstract: Top leaders in education provide practical strategies for using cooperative learning in all major topic areas and all levels of mathematics.

Individual study orchestrations and their association with learning outcome

Abstract: In this study a synthesis of research into student learning at the individual level is used to derive a general categorisation rule that can be applied to individual study orchestrations. The term ‘orchestration’ is introduced in this study to indicate that the association of constructs that represent approaches to studying at an individual level is a context-specific response and is affected by the qualitative level of perception of the individual towards certain key elements of learning context. In the first part of this study the association between context-dependent study orchestrations and learning outcome, and between ‘deep’ perceptions of learning context and learning outcome, is established. In the second part of this study the general categorisation rule is empirically validated by means of an unfolding analysis that sets out to illuminate the variability of individual study orchestrations as well as the group study orchestrations of academic achievers and failures.

Teaching with cases: Learning to question

Abstract: Case discussion is less like marching an orderly band of hikers on a predetermined course across the terrain than it is like bringing a scattered group of parachutists into contact from all the random places they have landed.

A model of participatory learning

Abstract: A model of learning called participatory learning is introduced. This model allows the representation of learning in environments in which what is already believed plays an important role in the process of learning further information. A central part of this system is the compatibility between observations and belief. The authors also discuss the arousal that occurs when data is repeatedly seen that contradicts previously acquired beliefs. >

Learning: Behavior and cognition

Abstract: An introduction to associative learning. Classical conditioning: Foundations of conditioning Principles and applications Theories of conditioning. Instrumental conditioning: Reinforcement Response suppression Applications Theories of reinforcement: the law of effect revisited. Theoretical processes in associative learning: Learning in an evolutionary context What is learned? Associative versus cognitive theories of learning How is it learned? An information processing model Is associative learning simple or complex?

Attaining Meaningful Learning of Concepts in Genetics and Ecology: An Examination of the Potency of the Concept-Mapping Technique.

Abstract: Studies have shown that in their study of biology, students perceive genetics and ecology to be difficult areas to learn. This has translated into rote learning of genetics and ecological concepts and reflected in poor performance in tests involving these concepts. Considering the importance of genetics and ecology to man's understanding of himself and his environment, there is a need to inquire into ways of ensuring that students attain meaningful learning of genetics and ecology rather than learning by rote. The efficacy of the concept-mapping strategy was tried out in this study with 138 predegree biology students. The results showed that the 63 students in the experimental group who employed the concept-mapping technique performed significantly better on the test of meaningful learning in genetics, t(136) = 16.01. p < 0.001, and ecology, t(136) = 12.27, p < 0.001, than their control group counterparts (N = 75). The implications of these results for teacher education in biology are addressed in the article.

Sex‐Related Differences in Adult Language Learning: Socialization and Memory Factors

Abstract: which it is presented. For example, women attach great importance to expressing themselves verbally and men value facility with visual and spatial information--all socially sanctioned gender-appropriate behaviors learned by the respective gender groups. The school environment sheds further light on a broad scope of socialization experiences germane to sex differences in learning: role models, promotion of one gender group over another in specific discipline areas, and the importance attached to test-taking. All these social forces influence achievement to some