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Congruence and Friction between Learning and Teaching.
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Vermunt, Jan D.; Verloop, Nico – Learning and Instruction, 1999
Outlines the beginnings of a teaching theory based on student learning processes, focusing on the regulation dimension of teaching and learning and the effects teaching and learning have on each other. Discusses congruence and friction between these regulatory modes of control. Contains 74 references. (SLD)
Descriptors: Cognitive Processes, Educational Theories, Learning, Teaching Methods
Interest in Learning, Learning To Be Interested.
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Boekaerts, Monique; Boscolo, Pietro – Learning and Instruction, 2002
This introduction to the special issue shows how it brings together and integrates the most recent theoretical, empirical and practical developments in the field of interest and learning. (SLD)
Descriptors: Cognitive Processes, Educational Practices, Learning, Student Interests
Aids to Computer-Based Multimedia Learning.
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Mayer, Richard E.; Moreno, Roxana – Learning and Instruction, 2002
Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)
Descriptors: Cognitive Processes, Constructivism (Learning), Instructional Design, Multimedia Instruction
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations
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Ainsworth, Shaaron – Learning and Instruction, 2006
Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representation and…
Descriptors: Cognitive Processes, Constructivism (Learning), Educational Theories, Heuristics
Number Concept and Conceptual Change: Towards a Systemic Model of the Processes of Change
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Merenluoto, Kaarina; Lehtinen, Erno – Learning and Instruction, 2004
The research on conceptual change has so far mainly dealt with cognitive outcomes, but especially during the last few years there has been a growing interest in and discussion about the processes of conceptual change. The purpose of the article is to contribute to this discussion and to present a theoretical model of the dynamics among the…
Descriptors: Number Concepts, Concept Formation, Cognitive Processes, Scientific Concepts
The Situated Dynamics of Peer Group Interaction: An Introduction to an Analytic Framework.
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Kumpulainen, Kristiina; Mutanen, Mika – Learning and Instruction, 1999
Introduces a descriptive system of analysis of peer-group interaction that consists of a three-dimensional analysis of peer-group interaction by focusing on the functions of verbal interaction and the nature of cognitive processing and social processing. Twenty 12-year-old students from one Finnish classroom participated in the study. Empirical…
Descriptors: Cognitive Processes, Elementary Education, Evaluation Methods, Foreign Countries
The Meshcheryakov Experiment: Soviet Work on the Education of Blind-Deaf Children.
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Bakhurst, David; Padden, Carol – Learning and Instruction, 1991
The theory and practice of A. Meshcheryakov on the education of blind-deaf children are reviewed. His work, based on a theory of mind rooted in the concept of human activity, is presently out of favor in the Soviet Union, but deserves further study. (SLD)
Descriptors: Blindness, Child Development, Children, Cognitive Processes