As the most influential figure in the field of learning science, Piaget's research on children's concepts and consciousness, his concept of 'Piagetian education', his contribution to constructivism have been greatly adopted in education. However, the weaknesses of his work have been criticised by many scholars. This paper illustrates how Piaget's…

Research has indicated that undergraduate students struggle with conceptual understanding of confidence intervals, negatively impacting statistical literacy skills, and advocates have suggested the flipped classroom pedagogy as a potential solution. The purpose of this nonequivalent control group quasi-experimental study was to determine if a…

To be able to support students' competence development in solving physics problems over the course of a lesson series effectively, teachers need a proper appreciation of students' deficiencies. As teachers commonly assess students' competence by means of written tests, teachers are challenged to interpret students' work on these tests and to…

Concept-based language instruction (C-BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners' internalization of…

This paper investigates what instructional factors influence conceptual understanding (CU) of signals and systems for senior undergraduate engineering students. Previous results show students in signals and systems courses typically gain little CU, though evidence-based instructional practices, such as active learning, can increase gains in CU.…

Concepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that…

Educational research and practice have proven that there are many benefits for applying learning theories' recommendations through teaching and learning of different subjects in all school levels. Based on interrelationships among learning theories of contextualism, connectivism, constructivism, and cognitivism, the researcher proposed an…

We examine pre-service teachers' theoretical learning during one five-week training module, and their educators' learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A-C, the results of the previous intervention serving as the baseline…

This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the…

The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The…

Concept learning is challenging in part because the meanings of many concepts depend on their relationships to other concepts. Learning these concepts in isolation can be difficult, but we present a model that discovers entire systems of related concepts. These systems can be viewed as simple theories that specify the concepts that exist in a…

Article examines the effects of nonreinforced trials during presolution of a concept identification task. (Author/ML)

A three-part study compared similarity-based learning (in which concepts are formed based on similarity among multiple examples) and explanation-based learning (in which general schema are acquired from a single example) in schema acquisition. Subjects, 16 undergraduates enrolled in introductory psychology courses at the University of Illinois and…

The present study was designed to explore the relationship between the theoretical models of cognitive development proposed by L. S. Vygotsky and J. Piaget. One hundred and four subjects aged four to sixteen years were selected. All subjects were in the average range of intelligence, were in the usual school grade for their age, and had no history…