Editorial: Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future

Talvio, Markus; Ferreira, Marco; Meda, Lawrence

doi:10.3389/fpsyg.2024.1403661

Cited by 2 publications

(2 citation statements)

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“…Fortunately, many educational researchers have realized the significance of using experiments to find the most suitable teaching methods for students, rather than just following authority or mainstream. For example, He and Oltra Massuet evaluated learners' grammar sensitivity and language production ability through oral imitation task tests to construct English problems with fine grammar errors [59]. For another example, Ayabe et al studied the value of charts in mathematics teaching and found that including charts that are suitable for problems can help improve student problem-solving performance and reduce cognitive burden in problem-solving activities [60].…”

Section: Inspiration For Educationmentioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Zhong

2024

Preprint

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This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning, and discusses several issues related to concept learning, including the assistance of machine learning on this issue. 1. In terms of individual learning, current evidence shows that the brain tends to process concrete concepts through typical features (shared features); And abstract concepts, semantic processing is the most important cognitive way. In terms of social learning, Interpersonal Neuro Synchronization (INS) is considered the main indicator of efficient knowledge transfer (such as teaching activities between teachers and students), but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning. Ultimately, this article argues that the way the human brain processes concepts depends on their own characteristics, so there are no "better" strategies in teaching, only more "suitable" strategies.

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Section: Inspiration For Educationmentioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Zhong

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Fortunately, many educational researchers have realized the significance of using experiments to find the most suitable teaching methods for students, rather than just following authority or mainstream. For example, Talvio et al evaluated learners' grammar sensitivity and language production ability through oral imitation task tests to construct English problems with fine grammar errors [59] . For another example, Cao et al studied the value of charts in mathematics teaching and found that including charts that are suitable for problems can help improve student problem-solving performance and reduce cognitive burden in problem-solving activities [60] .…”

Section: Inspiration For Educationmentioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Wang

2024

JCER

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This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning, and discusses several issues related to concept learning, including the assistance of machine learning about concept learning. In terms of individual learning, current evidence shows that the brain tends to process concrete concepts through typical features (shared features); and for abstract concepts, semantic processing is the most important cognitive way. In terms of social learning, interpersonal neural synchrony (INS) is considered the main indicator of efficient knowledge transfer (such as teaching activities between teachers and students), but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning. Ultimately, this article argues that the way the human brain processes concepts depends on the concept’s own characteristics, so there are no “better” strategies in teaching, only more “suitable” strategies.

show abstract

Editorial: Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future

Abstract: April CITATIONTalvio M, Ferreira M and Meda L ( ) Editorial: Innovations in teaching and learning: international approaches in developing teacher education and curriculum for the future. Front. Psychol. :. doi: .

Cited by 2 publications

References 4 publications

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

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