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Shakeela, K.; Vijayalakshmi, Naik – Journal on Educational Psychology, 2023
At the level of society and educational planners, there is a widespread expectation that teachers must use creative teaching approaches to fulfill the requirements of the twenty-first century. The mere teacher-centered method mainly focuses on memorization and may not be feasible. Teachers must be aware of innovative methods of teaching. One such…
Descriptors: Constructivism (Learning), Teacher Role, Creative Teaching, Instructional Innovation
Abderrahim, Lizzie; Gutiérrez-Colón Plana, Mar – The EUROCALL Review, 2021
Using the concept of a journey through time, this article examines the theoretical foundation underpinning the use of digital storytelling as a pedagogical tool in the language classroom. It describes the arguments developed by Dewey, Piaget and Vygotsky, which form the basis of social constructivist theory and the work of Kolb from which…
Descriptors: Story Telling, Computer Uses in Education, Second Language Instruction, Learning Theories
Newman, Stephen; Latifi, Ashkan – Journal of Education for Teaching: International Research and Pedagogy, 2021
The work of Vygotsky is widely used in teacher education and other education-related literature, in discussion of sociocultural perspectives, and in relation to themes such as second language acquisition, the teaching of mathematics, and approaches to teaching and learning. Much of this work gives the impression that Vygotsky's work is…
Descriptors: Learning Theories, Sociocultural Patterns, Teacher Education Programs, Child Development
Nottingham, James; Larsson, Bosse – Corwin, 2018
This book answers key questions about Carol Dweck's theory of Mindset--What is a 'growth mindset' and what difference can it make? Why are growth mindset interventions not working in schools (yet) and what can be done to change this? What is a 'failure mindset' and why is it more influential than an adult's fixed or growth mindset? Drawing on…
Descriptors: Cognitive Development, Epistemology, Intervention, Grades (Scholastic)
Boddice, Rob – Developmental Psychology, 2019
This commentary critically assesses the importance and limitations of bioconstructionist research on emotional development within the discipline of psychology, broadly conceived, finding that it depends upon theories and methodologies concerning the study of culture that the humanities can provide. The established field of the history of emotions…
Descriptors: Cognitive Development, Brain Hemisphere Functions, Human Body, Interdisciplinary Approach
Hanfstingl, Barbara; Benke, Gertraud; Zhang, Yuefeng – Educational Action Research, 2019
Lo's variation theory is a learning and teaching theory based on Marton's phenomenographic approach and is one of the most important backbones of learning studies. The proponents of variation theory demarcate their approach from constructivist learning approaches, stressing constructivism as philosophical framework, but not as learning theory. At…
Descriptors: Piagetian Theory, Learning Theories, Cognitive Development, Second Language Instruction
Goldschmidt, Lynne; Langa, Malose; Alexander, Daleen; Canham, Hugo – Early Child Development and Care, 2021
Kohlberg's theory of moral development has maintained a dominant position in cognitive moral development literature over several decades. This universal influence has been particularly evident in its application to moral education literature and policy. A closer assessment of Kohlberg's theoretical conceptualization suggests the application of…
Descriptors: Child Development, Violence, Foreign Countries, Moral Development
Kloubert, Tetyana – Journal of Transformative Education, 2020
This article explores both the prerequisites and barriers of perspective transformation in the context of two Eastern European societies as examples of post-totalitarian states. Although personal cognitive development is considered as an outcome of perspective transformation, I will demonstrate that certain manifestations of cognitive development…
Descriptors: Social Change, Social Systems, Barriers, Cognitive Development
Morse, Anthony F.; Cangelosi, Angelo – Cognitive Science, 2017
Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between…
Descriptors: Vocabulary Development, Language Acquisition, Language Processing, Learning Theories
Byrnes, James P. – Guilford Press, 2021
This integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of…
Descriptors: Cognitive Development, Academic Achievement, Kindergarten, Elementary Secondary Education
Vandervert, Larry – American Journal of Play, 2017
The author suggests the brain's cerebellum and cerebral cortex are the origin of culture and considers the cerebellar models that came to constitute culture to be derived specifically from play. He summarizes recent research on the behavioral, cognitive, and affective evolution of the cerebellum and the cerebral cortex that shows the development…
Descriptors: Neurosciences, Play, Brain Hemisphere Functions, Imagination
Barrs, Myra – Changing English: Studies in Culture and Education, 2017
This article introduces the new translation by Stanley Mitchell of a very well-known Vygotskyan text, which has become the locus classicus for Vygotsky's concept of the "zone of proximal development" (ZPD). It outlines the history of Vygotsky's text and compares Mitchell's new translation with the version found in Chapter 6 of "Mind…
Descriptors: Sociocultural Patterns, Learning Theories, Comparative Analysis, Teaching Methods
Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W. – Educational Measurement: Issues and Practice, 2018
To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…
Descriptors: Educational Assessment, Formative Evaluation, Grading, Learning Theories
Franzén, Karin – Early Child Development and Care, 2015
The purpose is to discuss two competing theories of learning in preschool based on preschool teachers' views of knowledge and learning. The focus is mathematical learning but the discussion is applicable to all early childhood learning contexts. Preschool teachers' views on children's learning and development is important for the pedagogy they use…
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Learning Theories
Murray, Tom – International Journal of Artificial Intelligence in Education, 2016
Intelligent Tutoring Systems authoring tools are highly complex educational software applications used to produce highly complex software applications (i.e. ITSs). How should our assumptions about the target users (authors) impact the design of authoring tools? In this article I first reflect on the factors leading to my original 1999 article on…
Descriptors: Usability, Programming, Computer Software, Intelligent Tutoring Systems