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Learning Through Visual Displays
The purpose of the volume is to explore the theory, development and use of visual displays and graphic organizers to improve instruction, learning and research. We anticipate five sections that address (1) frameworks for understanding different types of displays, (2) research-tested guidelines for constructing displays, (3) empirically-based instructional applications, (4) using displays to promote research and theory development, and (5) using displays to report test and research data to improve consumer understanding. Authors represent a variety of perspectives and areas of expertise, including instructional psychology, information technology, and research methodologies. The volume is divi...
Mental Models in Discourse Processing and Reasoning
In this interdisciplinary discussion on mental models, researchers from various areas in cognitive science tackle the following questions: What is a mental model? What are the prospects and limitations in applying the mental model notion in cognitive science? How can the ideas on the nature of mental models and their mode of operation be empirically substantiated? The primary goal of the research group was to work out a definition of mental models that embraces the overall use of this construct in cognitive science as well as the more specific conceptions used in particular research domains such as cognitive linguistics. Theoretical claims about the properties of mental models were discussed and their tenability evaluated against the empirical evidence.The volume is divided into three parts. Fundamental aspects of mental models are presented in the first section, the following part contains contributions to the function of mental models in discourse processing, and finally problems of mental models in reasoning and problem solving are outlined.
Learning with Animation
This book explores the effectiveness of electronic-based learning materials by a team of international experts.
Psychology and Mathematics Education
Modern Mathematics is constructed rigorously through proofs, based on truths, which are either axioms or previously proven theorems. Thus, it is par excellence a model of rational inquiry. Links between Cognitive Psychology and Mathematics Education have been particularly strong during the last decades. Indeed, the Enlightenment view of the rational human mind that reasons, makes decisions and solves problems based on logic and probabilities, was shaken during the second half of the twentieth century. Cognitive psychologists discovered that humans' thoughts and actions often deviate from rules imposed by strict normative theories of inference. Yet, these deviations should not be called "erro...
Sociocultural Theories of Learning and Motivation
It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developed and consolidated and new challenges are currently being addressed. In the motivational arena sociocultural approaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examine and evaluate the achievements of past sociocultural theory and research, and consider the future directions of sociocultural theory and research in the domains of learning and motivation.
Applied Cognitive Linguistics for Language Teachers
The book offers an easy to read introduction on how cognitive linguistics treats and analyses language and how it differs from other approaches to linguistics. Readers are invited to follow an inspiring approach to linguistics adressing many of the most pressing issues and challenges in language teaching and learning. Many examples from a large variety of languages illustrate the theoretical underpinnings and make theory come to life.
Enhancing the Quality of Learning
High quality learning is extensive, well integrated, deep, and supports the use of knowledge in new situations that require adaptation of what has been learned previously. This book reviews current research on the nature of high quality learning and the factors that facilitate or inhibit it. The book addresses relationships between quality of learning and learners' dispositions, teaching methods, cognitive strategies, assessment, and technologies that can support learning. The chapters provide theoretical analyses, reports of classroom research, and suggestions for practical application for both teachers and learners. The book will be of value to teachers at all levels of education and provides guidance for students about how to approach classroom tasks in order to develop high quality learning.
Towards a Framework for Representational Competence in Science Education
This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction. Currently, there is not a consensus in science education regarding representational competence as a unified theoretical framework. There are multiple theories of representational competence in the literature that use differing perspectives on what competence means and entails. Furthermore, dependent largely on the discipline, language discrepancies cause a potential barrier for merging ideas and pushing forward in this area. While a single ...
Learning from Dynamic Visualization
This volume tackles issues arising from today’s high reliance on learning from visualizations in general and dynamic visualizations in particular at all levels of education. It reflects recent changes in educational practice through which text no longer occupies its traditionally dominant role as the prime means of presenting to-be-learned information to learners. Specifically, the book targets the dynamic visual components of multimedia educational resources and singles out how they can influence learning in their own right. It aims to help bridge the increasing gap between pervasive adoption of dynamic visualizations in educational practice and our limited understanding of the role that ...
Reconsidering Conceptual Change: Issues in Theory and Practice
This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
