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John Burville Biggs AM (born 25 October 1934) is an Australian educational psychologist and novelist who developed the SOLO taxonomy for assessing the quality of learning outcomes, and the model of constructive alignment for designing teaching and assessment. [1] [2]
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.
Zhang’s Scale of Transactional Distance (2003): By the turn of the millennium, distance education had evolved from being synonymous with correspondence courses to being largely web-based. Aixu (Monica) Zhang built on Michael G. Moore's theory by proposing that transactional distance could be viewed as a measure of the student's difficulty in ...
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
The argument map tree schema of Kialo with an example path through it: all Con-argument boxes and some Pros were emptied to illustrate an example path. [34] A partial argument tree with claims and impact votes for arguments illustrates one form of collective determination of argument weights that is based on equal-weight user voting. [35]
Education that prepares for life is one that prepares definitely and adequately for these specific activities." [ 13 ] From this idea, he suggested that curriculum was a series of experiences that children have in order to meet " objectives ," or abilities and habits that people need for particular activities.
In Germany the subject ethics has been introduced in more and more parts since the 1970s. [3] In Croatia the subject ethics can be taken instead of religious education which mainly focuses on Catholic tradition. Spain is the most clear example of a philosophy education.