The role of the student in learning from instruction

Shuell, Thomas J.

doi:10.1016/0361-476x(88)90027-6

Cited by 155 publications

(96 citation statements)

References 34 publications

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“…Gaining a full understanding of a domain requires learners to Ferguson-Hessler 1996) enables learners to analyze, identify, and classify a problem, to recognize the concepts that underlie the problem, and to decide which operations need to be performed to solve the problem. Schemata can be acquired by performing cognitive activities such as selecting, organizing, and integrating information (Mayer 2003(Mayer , 2004Shuell 1986Shuell , 1988Sternberg 1984). Selecting involves recognizing which information is relevant and which is not.…”

Section: Representational Format and Learningmentioning

confidence: 99%

The effects of representational format on learning combinatorics from an interactive computer simulation

et al. 2008

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The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations (Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams with arithmetical representations reduced cognitive load, but did not improve learning outcomes.

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Section: Representational Format and Learningmentioning

confidence: 99%

The effects of representational format on learning combinatorics from an interactive computer simulation

et al. 2008

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“…Son previamente seleccionadas y planificadas por el docente, en virtud de las características del grupo, del contenido a enseñar, de sus objetivos y de sus propias características personales a fin de garantizar el éxito y el buen desempeño de la misma. Al respecto Mayer (1984), Shuell (1988), West, Farmer y Wolf (1991: 23), definen las estrategias de la enseñanza, como los "procedimientos o recursos utilizados por el docente, para promover aprendizajes significativos", es decir, que son las estrategias que pueden diseñar y utilizar en los estudiantes, que consiste esencialmente en proporcionar una ayuda ajustada a la actividad constructiva de los alumnos.…”

Section: Estrategias Didácticas De Enseñanzaunclassified

Alternativas Didácticas de Lectura para el Fortalecimiento de la Calidad Educativa

González

Vieras

Delgado³

2017

Rev. Sci.

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La presente investigación tiene como objetivo fundamental analizar las alternativas didácticas de lectura para el fortalecimiento de la calidad educativa utilizadas por los docentes en educación media general. El estudio se apoya en los referentes teóricos que plantean la lectura, las estrategias de enseñanza y aprendizaje y los elementos que constituyen la calidad educativa. La misma está bajo un enfoque metodológico positivista enmarcado en investigación descriptiva de campo, para esta investigación, se trabajó con los docentes del liceo bolivariano “Antonio Nicolás Briceño” ubicado en el municipio Valera, estado Trujillo en el cual la muestra estuvo conformada por 13 docentes de diferentes áreas de aprendizaje. Sus conclusiones sostienen que la lectura constituye una de las intenciones más preciadas para la formación integral de los estudiantes, por ende, es una herramienta básica que ayuda a la consolidación de la comprensión, análisis y síntesis para el desarrollo del pensamiento. A su vez, es importante debido a que en cada área de estudio del currículo escolar es abordada con énfasis para la enseñanza de sus contenidos desde un contexto pedagógico.

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“…Ideal learning processes, as described in the literature about constructivism, in the psychology of learning and in theories about powerful learning environments, are the active, cumulative, constructive, goal-directed, diagnostic, reflective, discovery oriented, contextual, problem oriented, case based, social and intrinsically motivated kinds of learning. Shuell (1988) formulated the main characteristics of good learning: "....(constructive) learning is an active, constructive, cumulative and goal directed process.... It is active in that the student must do certain things while processing incoming information in order to learn the material in a meaningful manner.…”

Section: New Learning Processesmentioning

confidence: 99%

New Learning: Three Ways to Learn in a New Balance

2000

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For new instruction this means on the one hand more emphasis on action learning and experiential learning, on the other hand it means the organization of process-oriented instruction: a form of instruction with integrated attempts to teach the learning, thinking, collaboration and regulation skills. IntroductionPeople are learning all the time. They can not even stop learning. The one learning experience, however, is not the other. There are various kinds of learning. Are some forms of learning better than other? When we want to decide whether there are differences in the quality of forms of learning, we need criteria for good learning. How can we come to these kinds of criteria? There are, in our view, two ways. The one is looking at society at large (and its problems) and deriving criteria for good learning from there. The other is looking at empirical research on learning and instruction and the theories that were developed. Fortunately, the two ways tend to agree in the outcomes. From both sides similar ideas are put forward that can be summarized in the term "new learning". It is the word a use for: new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory.

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The role of the student in learning from instruction

Cited by 155 publications

References 34 publications

The effects of representational format on learning combinatorics from an interactive computer simulation

The effects of representational format on learning combinatorics from an interactive computer simulation

Alternativas Didácticas de Lectura para el Fortalecimiento de la Calidad Educativa

New Learning: Three Ways to Learn in a New Balance

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