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Direct linkConnolly, Cornelia; Cosgrove, Tom – Action Learning: Research and Practice, 2022
The educational benefits of challenge- or problem-based approaches to learning are now well established. Action Research (AR) and Action Learning (AL) together provide educators with an ethic, a research methodology and a pedagogical strategy for harnessing and developing the motive power of purposeful activity for reflective enquiry in teaching…
Descriptors: Active Learning, Mathematics Instruction, Teaching Methods, Learning Processes
Otting, Hans; Zwaal, Wichard; Tempelaar, Dirk; Gijselaers, Wim – Studies in Higher Education, 2010
The aim of the present study was to explore the relationship between students' epistemological beliefs and conceptions of teaching and learning. The results showed that the epistemological beliefs dimension "learning effort/process" was positively related to the constructivist conception of teaching and learning, and negatively related…
Descriptors: Constructivism (Learning), Problem Based Learning, Epistemology, Teaching Methods
Peer reviewedSerafino, Kathleen; Cicchelli, Terry – Education and Urban Society, 2003
Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…
Descriptors: Constructivism (Learning), Disadvantaged Youth, Elementary Secondary Education, Epistemology
Download full textBichelmeyer, B. A.; Hsu, Yu-chen – 1999
Behaviorism was the dominant epistemology in education approximately 20 years ago, while constructivism has most recently been the dominant epistemology in the field. In this paper, differences between the assumptions of behaviorism and constructivism are briefly identified, and the behaviorist pedagogy of Individually-Guided Education and the…
Descriptors: Behaviorism, Comparative Analysis, Constructivism (Learning), Educational Environment
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers
