Showing papers on "Learning sciences published in 1989"

Self-regulated learning and academic achievement: Theory, research, and practice.

Abstract: 1 Models of Self-Regulated Learning and Academic Achievement.- 2 Operant Theory and REnearch on Self-Regulation.- 3 Self-Regulated Learning and Academic Achievement: A Phenomenological View.- 4 Social Cognitive Theory and Self-Regulated Learning.- 5 Self-Regulated Learning: A Volitional Analysis.- 6 Self-Regulated Learning and Academic Achievement: A Vygotskian View.- 7 The Constructivist Approach to Self-Regulation and Learning in the Classroom.- Author Index.

Approaches to the Enhancement of Tertiary Teaching

Abstract: Recent research in the areas of cognitive psychology and student learning involves changed conceptions of the natures of learning and of teaching, with promising implications for the enhancement of tertiary teaching. A model of learning is presented, proposing that the teaching context, students' approaches to learning, and the outcomes of learning, form a system in a state of equilibrium. Three approaches to enhancing teaching follow from the model: additive, interactive, and contextual. Additive approaches ignore both students' approaches to learning and the institutional context, and are relatively ineffective. Genuine improvements in student learning involve interactive and contextual approaches to teaching, which can be activated through appropriate staff development.

Computer-Supported Intentional Learning Environments

Abstract: CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed to support students in more purposeful and mature, or intentional, processing of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledge-construction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.

Models of Self-Regulated Learning and Academic Achievement

Abstract: Research on self-regulated academic learning has grown out of more general efforts to study human self-control or self-regulation. Promising investigations of children’s use of self-regulation processes, like goal-setting, self-reinforcement, self-recording, and self-instruction, in such areas of personal control as eating and task completion have prompted educational researchers and reformers to consider their use by students during academic learning. In this initial chapter, I will discuss self-regulation theories as a distinctive approach to academic learning and instruction historically and will identify their common features. Finally, I will briefly introduce and compare six prominent theoretical perspectives on self-regulated learning—operant, phenomenological, social cognitive, volitional, Vygotskian, and cognitive constructivist approaches—in terms of a common set of issues. In the chapters that follow, each theoretical perspective will be discussed at length by prominent researchers who have used it in research and instruction.

Research on Language Learning Strategies: Methods, Findings, and Instructional Issues

Abstract: The purpose of this paper is to survey research on language learning strategies (LLSs), the behaviors used by learners to move toward proficiency or competence in a second or foreign language. LLSs are useful in both formal, academic settings and informal, nonacademic environmentsthat is, for both learning and acquisition. (For details on this distinction see Bibliography, 54. See 83 and 87 for examples of LLSs in both types of settings.) However, most of the research to date has been concerned with the classroom.

Essentials of problem-based learning.

Abstract: A symposium was held under the auspices of the World Federation for Medical Education, sponsored by the King’s Fund, and designed for the interchange of views between experts in medical education who had special experience of problem-based learning (PBL). The Report of the Symposium aims to inform teachers in undergraduate, postgraduate and continuing medical education, and others, e.g. administrators, who seek to learn more about PBL. It is also for the use of the various organizations in the field of medical education, e.g. the World Federation for Medical Education, and the World Health Organization, which has made a considerable investment in PBL. WHO reports stress that PBL, provided that it is based on relevant priority health problems of unchallengeable relevance, is a very valuable educational approach. While the main thrust of WHO in the medical educational field has its greatest emphasis on community-oriented education and active learning, it is however clear that there is no significant dichotomy between community-oriented education and problembased learning. Both community health problems and individual patient problems should be used. The report is not a manual of guidance for those considering instituting PBL, for there are already valuable publications of this type (see bibliography). As its title implies, it reviews the essential ingredients of PBL, a most important method of learning and teaching. Correspondence: Professor H. J. Walton, President, World Federation for Medical Education, International Medical Education, University Medical School, Teviot Place, Edinburgh EH8 9AG, UK.

Conceptual change in science and in science education

Abstract: There is substantial evidence that traditional instructional methods have not been successful in helping students to ‘restructure’ their commonsense conceptions and learn the conceptual structures of scientific theories. This paper argues that the nature of the changes and the kinds of reasoning required in a major conceptual restructuring of a representation of a domain are fundamentally the same in the discovery and in the learning processes. Understanding conceptual change as it occurs in science and in learning science will require the development of a common cognitive model of conceptual change. The historical construction of an inertial representation of motion is examined and the potential instructional implications of the case are explored.

Self-Efficacy and Cognitive Achievement Implications for Students with Learning Problems

Abstract: This article presents a self-efficacy model of achievement that comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Students' sense of self-efficacy for learning is influenced as they work on tasks by cues that signal how well they are learning. Research is summarized on the effects of social and instructional variables on self-efficacy and achievement behaviors. Empirical evidence supports the idea that self-efficacy predicts student motivation and learning. Future research directions are provided, along with educational implications for students with learning problems.

Learning companion systems

Abstract: This thesis describes a new class of Intelligent Tutoring Systems (ITS) which I call the Learning Companion Systems (LCS). In the learning environment of such a system, there are three agents involved, namely, the human student, the computer learning companion, and the computer teacher. As implied by its name, the role of the computer learning companion is to act as a learning companion for the student. To this end, the companion performs the learning task at about the same level as the student, and both the student and the companion exchange ideas while being presented the same material by the teacher. In designing the prototype of LCS, Integration-Kid, in the domain of integration, I define some protocols of learning activities among the three agents. These protocols reflect the different learning stages of the learners in the learning process as well as appropriately restrict their possible unbounded interactions. Curriculum Tree, an architecture based on the domain structure is designed as the implementation framework of Integration-Kid. Production systems are used to simulate different agents' interactions via a common blackboard. The basis of the problem solver for both the companion and the teacher is a term rewriting system. Finally, the disadvantages of my design of the prototype and LCS in general, and the future directions of LCS related research are discussed.

The evolution of distance learning: technology-mediated interactive learning: a report for the study, "Technologies for learning at a distance", Science, Education, and Transportation Program

Abstract: This report has two primary goals. One objective is to provide provocative ideas on how emerging forces external to education may shape the future of distance learning. The second purpose is to depict a potential new field, technology-mediated interactive learning, that may result from synthesis of distance learning, cooperative learning, and computer-supported cooperative work.

Psychological Foundations of Instructional Design for Emerging Computer-Based Instructional Technologies: Parts I and II

Abstract: Although considerable research has been published concerning learning and cognition in general, little impact has been reported on the design of computer-based instruction (CBI). In addition, CBI designs have been influenced negatively by technocentric perspectives, where technological capabilities dictate lesson activities, rather than a more reflective view on the relationship among learner, learning task and performance requirements, and the selective use of media capabilities. Attempts to extrapolate the relevance of non-CBI research and theory to advance a comprehensive and integrated view of the design of CBI have been rare. An integrated meta-model derived from both CBI and non-CBI research and theory is presented in this article.

Cognitive strategies and strategic learning: The socio-instructional approach.

Abstract: Recent developmental studies have focused on children's learning strategies and on the socio-instructional dynamics that foster strategic learning. The introduction of Vygotsky's concept of the zone of proximal development has been central to this research effort. Zone theory is discussed in the context of traditional cognitive strategies research and in terms of its practical applications.

The craft of teaching cooperative learning: an active learning strategy

Abstract: Types of cooperative learning are described, and the importance of this learning approach is stressed. A conceptual approach to cooperative learning has been developed at the University of Minnesota which is characterized by five basic elements: positive interdependence, face-to-face promotive interaction, individual accountability, collaborative skills, and group processing. Work has focussed on applying the research and development of each of the strategies to the college classroom. Cognitive research on how students learn, research on the importance of social support, research on the importance of collaborative skills, and the research on the importance of active involvement to the cooperative learning strategies mentioned above are being integrated and related. It is concluded that implementing cooperative learning in the college classroom would assist in getting students meaningfully involved in learning and focussing attention on active learning to help prepare self-directed, autonomous learners. >

Directed‐inquiry approach to learning science process skills: treatment effects and aptitude‐treatment interactions

Abstract: The directed-inquiry approach to learning science process skills and scientific problem solving [DIAL(SPS)2] was developed to help high-school students gain the critical thinking skills required to solve problems in the biology lab. This curriculum integrated several learning strategies into a single approach: advance organizers, the learning cycle, concept maps, Vee diagrams, a focusing strategy, and writing. Two general questions were addressed. First, was the DIAL(SPS)2 treatment more effective than a conventional treatment? Second, was there evidence of an aptitude-treatment interaction? Four high-school biology classes taught by this investigator were used to test the DIAL(SPS)2 curriculum. Scheduling of students involved ability grouping. To test the curriculum in the most rigorous way, the experimental group consisted of average ability students and the comparison group consisted of above-average students. Both the groups were pretested in August and posttested in May. In the intervening time, the experimental group received the DIAL(SPS)2 treatment while the comparison group received a more traditional approach. Analysis of covariance revealed that the DIAL(SPS)2 curriculum had no significant effect on the learning of science process skills or on cognitive development. Aptitude-treatment interaction analyses revealed an interaction of DIAL(SPS)2 treatment and cognitive development.

Teaching Interpersonal Skills: A handbook of experiential learning for health professionals

Abstract: Experiential learning experiential learning methods for interpersonal skills training identifying and learning interpersonal skills remembering and supervising experiential learning educational principles and curriculum design in experiential learning facilitating learning groups using experiential learning activities experiential learning activities for health professionals.

Contracting in Fieldwork Education: The Model of Self-Directed Learning:

Abstract: The educational role of fieldwork supervisors has become an increasingly salient one in Occupational Therapy programs. This paper discusses the model of self-directed learning and the use of this m...

Learning and teaching in school science : practical alternatives

Abstract: Learning to make it your own practical and projects classroom talk and writing for learning problem solving encouraging autonomous learning games and simulations - aids to understanding science using drama and role play in science media and resource based learning discussion and summary.

Teaching Complex Content to Learning Disabled Students: The Role of Technology

Abstract: A program of research has combined the effectiveness of Direct Instruction curriculum design and mastery learning with the efficiency of technology to teach more cognitively complex skills. This article explains one example of this comprehensive intervention in detail. Findings from several studies are briefly reviewed. The purpose of this article is to document how such a comprehensive intervention reduces performance differences between students with learning disabilities and their peers, while using technology to minimize, or even reduce, the demands placed on the teacher.