Learning Theories
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The Jigsaw Classroom: A Cooperative Learning Technique
Welcome to the official web site of the jigsaw classroom, a cooperative learning technique that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience. The jigsaw technique was first developed in the early 1970s by Elliot Aronson and his students at the University of Texas and the University of California. Since then, hundreds of schools have used the jigsaw classroom with great success. The jigsaw approach is considered to be a particularly valuable tool in averting tragic events such as the Columbine massacre.
Σημειώσεις ψυχολογίας
Φιλοσοφικό Υπόβαθρο : Αριστοτέλης και Άγγλοι εμπειριοκράτες. – tabula rasa – μετρήσιμη συμπεριφορά – ερέθισμα, αντίδραση, από το 1900 μέχρι το 1950. Εφαρμόζεται και σήμερα στη διαφήμιση, στις θεραπείες για τροποποίηση συμπεριφοράς, διδασκαλία πρώτων γραμμάτων, απομάθηση συναισθηματικών καταστάσεων. Pavlov (1900): Κλασική εξαρτημένη μάθηση . Κύριες έννοιες: Ενδυνάμωση – απόσβεση, αυθόρμητη επαναφορά, γενίκευση ερεθισμάτων, πειραματική νεύρωση, εξαρτημένα ανακλαστικά δεύτερης και τρίτης τάξης. Έκανε το πείραμα με το σκύλο. Watson (1910): Συνεχιστής του Παβλόφ, εισηγητής του Μπιχεβιορισμού .
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. Children's improved behavior and attendance, and increased liking of school, are some of the benefits of cooperative learning (Slavin, 1987). Although much of the research on cooperative learning has been done with older students, cooperative learning strategies are effective with younger children in preschool centers and primary classrooms.
Cooperative Learning Strategies and Children. ERIC Digest.
old.primedu.uoa.gr/sciedu/old/books/book_proseg/kef2.htm
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. Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s work was largely unkown to the West until it was published in 1962. Social interaction plays a fundamental role in the process of cognitive development.
Social Development Theory (Vygotsky) | Learning Theories
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. We first describe the underlying premises of the theory and then show how the basic DCT mechanisms can be used to model diverse educational phenomena. The research demonstrates that concreteness, imagery, and verbal associative processes play major roles in various educational domains: the representation and comprehension of knowledge, learning and memory of school material, effective instruction, individual differences, achievement motivation and test anxiety, and the learning of motor skills. DCT also has important implications for the science and practice of educational psychology — specifically, for educational research and teacher education.
Educational Psychology Review, Volume 3, Number 3
B. F. Skinner - Wikipedia, the free encyclopedia
Burrhus Frederic "B. F." Skinner (March 20, 1904 – August 18, 1990) was an American behaviorist , author, inventor, social philosopher [ 1 ] [ 2 ] [ 3 ] and poet. [ 4 ] He was the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974. [ 5 ] Skinner invented the operant conditioning chamber , innovated his own philosophy of science called radical behaviorism , [ 6 ] and founded his own school of experimental research psychology—the experimental analysis of behavior . His analysis of human behavior culminated in his work Verbal Behavior , which has recently seen enormous increase [ citation needed ] in interest experimentally and in applied settings. [ 7 ]
Learning Theories
Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. Below is the index of learning theories, grouped in categories. Note that this website is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references.Will Richardson, Educational Technology Specialist, will be the featured speaker at this year's CLMS Technology Conference in Monterey, CA, Jan. 13-15. I will give a presentation on "Technology to Engage Students' Minds without Losing Yours". In March, I will give a presentation on how to engender students' critical thinking using the free 3D animation program called "Alice." This workshop will be held March 24 at "The Harker School," sponsored by Silicon Valley CUE. For more information on these conferences, go to either CLMS.org, or www.SVCUE.net.
Technology in Education
Facilitating learning transfer through students’ schemata 
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.