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Οι θεωρίες μάθησης χωρίζονται σε 4 κατηγορίες α. τις συνειρμικές ή συμπεριφοριστικές β. τις γνωστικές ή διάμεσες γ. τις κοινωνικογνωστικές δ. τις θεωρίες προγραμματικής δράσης α.
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ERIC Identifier: ED306003 Publication Date: 1988-00-00 Author: Lyman, Lawrence - Foyle, Harvey C. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction. This digest discusses the reasons for using cooperative learning in centers and classrooms, ways to implement the strategy, and the long-term benefits for children's education. Cooperative learning promotes academic achievement, is relatively easy to implement, and is not expensive.
2.3 Ôé åßíáé ï êïíóôñïõêôéâéóìüò; Ç áðÜíôçóç óôçí åñþôçóç «Ôé åßíáé ï êïíóôñïõêôéâéóìüò» äåí åßíáé åýêïëï íá äéáôõðùèåß, üðùò åðßóçò ìðïñåß íá áìöéóâçôçèåß áêüìá êáé ç äõíáôüôçôá íá ôåèåß ìéá ôÝôïéá åñþôçóç (ÂëÜ÷ïò, 1998). Ç ðñïâëçìáôéêÞ ãéá ôï áí åðéôñÝðåôáé íá ôåèåß ç åñþôçóç, ó÷åôßæåôáé ìå ôç öéëïóïöéêÞ ôçò êáôáãùãÞ êáé áêüìá ðåñéóóüôåñï ìå ôçí ðïëõðëïêüôçôá ôùí öéëïóïöéêþí èÝóåùí êáé ôùí ìåôáîý ôïõò äéáóõíäÝóåùí êáé áíôéèÝóåùí ðïõ äåí åðéôñÝðåé ôç ìïíïóÞìáíôç áðÜíôçóç, êÜôé ðïõ áêõñþíåé ôç óêïðéìüôçôá ôçò ßäéáò ôçò åñþôçóçò. Ç äõóêïëßá íá áðáíôçèåß ç ðáñáðÜíù åñþôçóç ïöåßëåôáé óôï üôé ïé äéáöïñÝò ìåôáîý áõôþí ðïõ õðïóôçñßæïõí ôïí êïíóôñïõêôéâéóìü êáé åêåßíùí ðïõ ôïí áñíïýíôáé Þ ôïí êñßíïõí áñíçôéêÜ, ðáñïõóéÜæïõí ìåãÜëç ðïéêéëßá, üðùò åðßóçò ðáñïõóéÜæïõí ìåãÜëç ðïéêéëßá ïé äéáöïñåôéêÝò áöåôçñßåò êáé ôá ðëáßóéá ìå ôá ïðïßá ðñïóåããßæïõí ôï èÝìá.
Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) Vygotsky’s Social Development Theory
Dual coding theory (DCT) explains human behavior and experience in terms of dynamic associative processes that operate on a rich network of modality-specific verbal and nonverbal (or imagery) representations.
Burrhus Frederic "B. F." Skinner (March 20, 1904 – August 18, 1990) was an American psychologist , behaviorist , author, inventor, and social philosopher . [ 1 ] [ 2 ] [ 3 ] He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974. [ 4 ] Skinner invented the operant conditioning chamber , also known as the Skinner Box. [ 5 ] The box had a lever and a food tray, and a hungry rat could get food delivered to the tray pressing the lever. Skinner observed that when a rat was put in the box, it would wander around, sniffing and exploring, and would usually press the bar by accident, at which point a food pellet would drop into the tray.
Instructional Designs that Reflect How the Net Generation Learns Cognitive and neuroscience research has found that people who grow up with different cultural experiences don’t just think about different things, they actually think differently ( Nisbett, et al. 2001; O’Boyle & Gill 1998 ) . Due to the affordances of technology, today’s students think differently. Although more research is needed, initial results indicate that when instructional designs utilize students’ social and cognitive-connectedness schemata (SCCS), they can better reflect how today’s millenial students learn in the digital age. <p style="text-align:right;color:#A8A8A8"></p>
2.1 Σύγχρονες θεωρήσεις για τη μάθηση. 2.2 Σύγχρονες προσεγγίσεις στη Διδακτική. Μια αναλυτική παρουσίαση του Στέργιου Ναστόπουλου
From Emerging Perspectives on Learning, Teaching and Technology Mary Forehand The University of Georgia Introduction One of the basic questions facing educators has always been "Where do we begin in seeking to improve human thinking?" (Houghton, 2004).
Firstly, the question of how to label Connectivism is an important one because this affects how people connect with the theory. As a relatively young theory, its growth, acceptance, employment and how people actually understand Connectivism all depend partially on how it is represented. Representing a theory inaccurately limits the quality of the potential connections made with that theory, an insurmountable obstacle for such a theory that is concerned with the creation of successful networks and connections of specific quality to support this success.