Structure of knowledge and the learner: an examination of cognitive learning skills, learning situations and knowledge

Barrett, Gill

doi:10.1080/0305764850150202

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Implications For Mass Education the Transmission View Revisited1

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1994

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“…Given the findings above, it is reasonable to hypothesize that, in science education at least: (i) many teachers commonly hold a transmission view of teaching; (ii) tend to ignore, if not explicitly reject, young people's own ideas (Barrett, 1985); and (iii) believe that the purpose of tests, which they usually administer at regular intervals, is to verify or measure quantities of scientifically acceptable information TK absorbed and retained by children.…”

Section: Implications For Mass Education the Transmission View Revisitedmentioning

confidence: 99%

On theory of learning and knowledge: Educational implications of advances in neuroscience

Hendry

King

1994

Science Education

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The first section analyses the so‐called mechanical theories of learning that underpin the transmission view of teaching that so permeates education and schooling. There is an impasse in current theories due to lack of explanation about how we acquire knowledge. In response to what appears to be insuperable problems in current psychological theories, the second section promotes a neuroscientific basis for resolution of the impasse; a basis which renders at least some aspects of information theory redundant. Finally, implications for the transmission‐of‐knowledge approach to teaching are addressed. © 1994 John Wiley & Sons, Inc.

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Section: Implications For Mass Education the Transmission View Revisitedmentioning

confidence: 99%

On theory of learning and knowledge: Educational implications of advances in neuroscience

Hendry

King

1994

Science Education

View full text Add to dashboard Cite

show abstract

Structure of knowledge and the learner: an examination of cognitive learning skills, learning situations and knowledge

Cited by 1 publication

References 3 publications

On theory of learning and knowledge: Educational implications of advances in neuroscience

On theory of learning and knowledge: Educational implications of advances in neuroscience

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