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Nonaka's view may be contrasted with Polanyi's original view of "tacit knowing". Polanyi believed that while declarative knowledge may be needed for acquiring skills, it is unnecessary for using those skills once the novice becomes an expert. Indeed, it does seem to be the case that, as Polanyi argued, when people acquire a skill, they acquire ...
On this view, there are no qualitative differences between the methods of philosophy and common sense, the sciences, or mathematics. [39] Others like Ernest Sosa seek to support intuition by arguing that the objections against intuition merely highlight a verbal disagreement [clarification needed]. [40]
People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time. Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence.
Insights that occur in the field are typically reported to be associated with a sudden "change in understanding" and with "seeing connections and contradictions" in the problem. [25] Insight in nature differed from insight in the laboratory. For example, insight in nature was often rather gradual, not sudden, and incubation was not as important ...
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Students taking an assessment. Summative assessment, summative evaluation, or assessment of learning [1] is the assessment of participants in an educational program. Summative assessments are designed both to assess the effectiveness of the program and the learning of the participants.
Perspicacity (also called perspicaciousness) is a penetrating discernment (from the Latin perspicācitās, meaning throughsightedness, discrimination)—a clarity of vision or intellect which provides a deep understanding and insight. [1] It extends the concept of wisdom by denoting a keenness of sense and intelligence applied to insight.
SOTL necessarily builds on many past traditions in higher education, including classroom and program assessment, action research, [3] [4] [5] the reflective practice movement, peer review of teaching, traditional educational research, and faculty development efforts to enhance teaching and learning.