| |  | Byrnes, James P. | Cognitive Development and Learning in Instructional Contexts read moreAbstract: This book uses practical applications and an accessible writing style to present a summary of psychological research on students' learning of academic subject areas. The book is organized into two main sections: the general principles of learning, memory, higher-order thinking, and motivation that apply to any school-related skill and specific developmental trends in the acquisition of skills in the areas of reading, writing, mathematics, science, and social studies. Unlike typical books on cognitive development, these general principles are explicitly translated to classroom practice. The reader will learn what children can understand and do at various ages in these domains | 2007 |
| | | Brevern, H. | Cognitive and Logical Rationales for e-Learning Objects read moreAbstract: The motivation for this discussion is to look at the cognitive and logical rationales of e-Learning objects, which reside in computer-based e-Learning artefacts. e-Learning objects, the system to which they belong, and the sequence of messages that form a discourse between the system and its environment are inseparable. Altogether, they formulate the “Universe of Discourse” (Wieringa, 2003, p. 14). When we talk about systems, we equally refer the discourse to e-Learning objects because they are the “workers” of the system. e-Learning is “a combination of content and instructional methods delivered by media elements such as words and graphics on a computer intended to build job-transferable knowledge and skills linked to individual learning goals or organizational performance” (Clark & Mayer, 2002, p. 311). The sciences of instruction, learning, and knowledge are intricate and the “e-” before “Learning” adds another dimension of complexity while paving new learning paths for e-Learning. | 2004 |
| | | Yager, R. E. | The Constructivist Learning Model read moreAbstract: In a 1991 article in "Science Teacher," Yager discusses the constructivist learning model as it relates to science education. Constructivist teachers of science promote group learning, where two or three students discuss approaches to a given problem with little or no interference from the teacher. | 2000 |
| | | Scheurman, Geoffrey | From Behaviorist to Constructivist Teaching read moreAbstract: Presents a concise introduction and overview of "constructivism." Constructivists assert that knowledge is constructed by individuals; constructivists advocate classroom procedures that encourage students to identify the subjectivity and biases of existing interpretations and to arrive at their own conclusions. Examines four hypothetical teacher roles based on different views of knowledge. (MJP) | 1998 |
| | | Scrimshaw, P. | Language, Classrooms and Computers read moreAbstract: Sorry no abstract available for this article | 1993 |
| | | Kuhlthau, Carol C. | Inside the search process: Information seeking from the user's perspective read moreAbstract: The article discusses the users' perspective of information seeking. A model of the information search process is presented derived from a series of five studies investigating common experiences of users in information seeking situations. The cognitive and affective aspects of the process of information seeking suggest a gap between the users' natural process of information use and the information system and intermediaries' traditional patterns of information provision. © 1991 John Wiley & Sons, Inc. | 1991 |
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