The horse before the cart: A theory based approach to using computers in education

Chaiklin, Seth; Hedegaard, Mariane; Navarro, Karen; Pedraza, Pedro

doi:10.1080/00405849009543465

Cited by 4 publications

(3 citation statements)

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“…The first is Gal'perin's (1957/1989b, 1978/1992) method of stage-by-stage formation of mental actions and concepts, which continues to be refined and advocated for (Arievitch & Haenen, 2005;Arievitch & Stetsenko, 2000;Arievitch & van der Veer, 1995;Engeness, 2021;Engeness & Lund, 2020;Haenen, 2000Haenen, , 2001Karpov, 2013;Karpov & Haywood, 1998;Karpov & Kozulin, 2018;Kozulin et al, 2003;Lantolf & Poehner, 2014). The second is El'konin-Davydov's developmental education, which was refined by Davydov (1972Davydov ( / 19991988/2012 and also continues to be refined and advocated for (Aidarova, 1982;Chaiklin et al, 1999;de Araujo et al, 2020;Engeström et al, 1999;Hedegaard, 1996;Hedegaard & Chaiklin, 2005;Hedegaard & Lompscher, 1999;Kozulin et al, 2003Kozulin et al, , 2018Markova et al, 1974Markova et al, / 1979Schmittau, 2004;Venenciano et al, 2021;Zuckerman, 2004). However, DT approaches also include the research led by El'konin (1989) and Talyzina (1975Talyzina ( /1981.…”

Section: Dt Approaches and Their Promising Role In Addressing The Cha...mentioning

confidence: 99%

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

Gennen¹

2023

Human Development

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Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. Moreover, both research on educational approaches that addresses the CC challenges and these approaches require refinement. II show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.

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Section: Dt Approaches and Their Promising Role In Addressing The Cha...mentioning

confidence: 99%

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

Gennen¹

2023

Human Development

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“…Som støtte hertil var der doneret en computer til hvert barn. Men i stedet for at lade computerbrug dominere dette projekt, valgte vi at lade kulturindhold blive det dominerende aspekt (Chaiklin, Hedegaard, Navarro & Pedraza, 1990).…”

Section: Det Puertoricanske Fritidsklubs Projektunclassified

KULTURSENSITIV UNDERVISNING OG UDVIKLENDE LÆRING - To projekter

Hedegaard¹

2001

P&L

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Inden for pædagogisk forskning og praksis er et af hovedproblemerne at formulere principper for, hvorledes ørnenes baggrund kan inddrages i undervisningen. Det er en almen antagelse, at det er vigtigt at trække på børns hverdagserfaringer i undervisning, men principper for, hvordan dette kan gøres, er ikke særlig vel teoretiserede. Nærværende artikel beskriver to undervisningsprojekter. Det ene omhandler undervisning af puertoricanske børn i New York City efter skoletid, og det andet handler om et skoleprojekt med palæstinensiske drenge i Danmark. Et af de centrale mål med disse projekter var, at udforme pædagogiske principper for, hvorledes man kan bruge børnenes historiske betingelser og kulturelle baggrund for at motivere børnene og styrke deres læreaktiviteter. Denne undervisningsform kan karakteriseres som kultursensitiv, hvilket peger på betydningen af integration af børnenes hverdagsviden med indholdet i fagbegreberne. Et vigtigt aspekt ved denne undervisningsform er, at det skal give børnene mulighed for at se en sammenhæng mellem deres egen ‘community’ kultur og andre kulturer, som de møder i dagliglivet.

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“…All are designed to make learning a more realistic and meaningful process. Chaiklin, Hedegaard, Navarro and Pedraza (1990) use an interesting metaphor to link computers and education. They view computers like carts-they help carry the educational load, provided there is some means to pull it.…”

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confidence: 99%

Cognitive Theory and the Use of Computers in the Primary Classroom

Knight

1995

Brit J Educational Tech

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Research investigating the role of computers in the primary classroom is closely linked to the body of knowledge concerned with theories of learning and child development. Research is presented as an attempt to provide scientifically supportable reasons why computers are effective in education. Having established a theoretical base for computer use in primary classrooms, this paper then examines the educational application of cognitive theory to classroom instruction.Cognitive theory Cognitive-developmental theory proposes that intellectual development results from the interaction of motivational and environmental factors. The interaction occurs as the individual assimilates what can be easily comprehended, even as he or she accommodates to the new and unfamiliar in order to use it. Knowledge is created by this interaction. The environment is a constant source of feedback, which guides the tendency to explore, and the developmental stages represent successive levels of stabilisation, or adjustment to it (Sarafino and Armstrong, 1986).Cognitive theory concentrates on the conceptualisation of children's learning processes. Advocates of the cognitive approach have included Piaget, Papert and Bruner.Bruner (1960) devised a model which he called a theory of instruction rather than learning. It has four major principles: motivation, structure, sequence and reinforcement. Bruner's spiral curriculum places emphasis on the age-appropriate presentational mode. Bruner believed that a child has three means of achieving understanding: enactive, iconic and symbolic.Bruner argued that positive attitudes to learning are encouraged by the complexity and challenge of the task at hand. Bruner's approach to learning and problem solving is premised on the assumption that the value of what is learned is measurable largely

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The horse before the cart: A theory based approach to using computers in education

Cited by 4 publications

References 3 publications

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

KULTURSENSITIV UNDERVISNING OG UDVIKLENDE LÆRING - To projekter

Cognitive Theory and the Use of Computers in the Primary Classroom

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