Titlebook: Science Education in Theory and Practice; An Introductory Guid Ben Akpan,Teresa J. Kennedy Textbook 2020 Springer Nature Switzerland AG 202

NEEDY

Social Learning Theory—Albert Bandura focuses on one particular view of learning: a change in external behavior achieved through the use of reinforcement and repetition to shape behavior which relates to rote learning. Cognitive learning theory advocates that the different processes concerning learning can be explained by analyzing the

声音刺耳

Nefarious

New Media Technologies and Information Processing Theory—George A. Miller and Othersssing theory, which equates human cognition to computer processing, emerged as the fundamental learning process model for cognitive scientists. The information processing theory demonstrates that the manner in which educators present information to students has an effect on whether long-term learnin

avenge

Stage Theory of Cognitive Development—Jean Piagetainee teachers predicted to operate at the formal operational stage. It is presumed that, at this stage, having assimilated and accommodated logical understanding from the concrete stage, the trainees have a good articulation of theoretical, combinatorial and proportional reasoning. In this study, a

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outer-ear

新娘

Discovery Learning—Jerome Brunerd his book in 1960, the ., had a huge impact on educational policies for a century. This chapter is about cognitive constructivism and one of its significant methods of learning, namely, Discovery Learning. Throughout, the background and guidance to Discovery Learning as an instructional model for s

Cerumen

Guided Discovery—Robert Gagnén carefully structured learning activities. However, many studies have reported that learners’ understanding and construction of scientific knowledge at secondary school level is truly a challenging endeavour particularly when teachers themselves hold misconceptions that act as barriers for effectiv

Chauvinistic

Developing Intellectual Sophistication and Scientific Thinking—The Schemes of William G. Perry and Drelate to thinking that is typical of what has been termed ‘post-formal operations’ or ‘a fifth stage of cognitive development’, indicating that it could be considered to extend the stage theory developed by Jean Piaget. Piaget’s ideas were highly relevant to two key features of many school science

CUMB

The , Theory—From von Humboldt to Klafki and Beyondrsonal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of . to issues of scientific literacy, education for sustainability, and transformative learning.