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First Steps toward a "Meeting of the Minds" for the Bidirectional Translation between Theory and Practice: A Detailed Analysis of Considerations for a New Framework for Incorporating into Practice Needed Learning Theories for Changing Times Using "Cognitive Flexibility Theory" as a Paradigm Example
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Ian Marshall Clemente – ProQuest LLC, 2024
As the 21st century unfolds, the world has become increasingly fast-paced, interconnected and unpredictable compared to previous generations (McChrystal, et al., 2015). As a result, education researchers and practitioners must be prepared for the challenge of helping students better apply their knowledge to respond to the complex and novel…
Descriptors: Theory Practice Relationship, Learning Theories, Translation, Communities of Practice
Fostering Cognitive Flexibility of Students through Design Thinking in Biology Education
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Joelash R. Honra; Sheryl Lyn C. Monterola – Cogent Education, 2024
Bridging theoretical learning with practical applications is crucial in biology education, where the relevance of concepts directly influences learners' adaptability across educational contexts. This study assessed how Design-Based Biology Instruction (DBBI) impacts students' cognitive flexibility. Employing a three-group pretest-posttest…
Descriptors: Cognitive Processes, Design, Thinking Skills, Biology
Teaching Gene Technology in an Outreach Lab: Students' Assigned Cognitive Load Clusters and the Clusters' Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement
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Scharfenberg, Franz-Josef; Bogner, Franz X. – Research in Science Education, 2013
This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and…
Descriptors: Laboratories, Laboratory Experiments, Theory Practice Relationship, Pretests Posttests
Transforming Constructivist Learning into Action: Design Thinking in Education
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Scheer, Andrea; Noweski, Christine; Meinel, Christoph – Design and Technology Education, 2012
In an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its…
Descriptors: Teachers, Teaching Methods, Learning Strategies, Foreign Countries