Background and Aims: The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning…

Understanding the role of prior knowledge in human learning is essential for predicting, improving, and explaining competence acquisition. However, the size and breadth of this field make it difficult for researchers to glean a comprehensive overview. Hence, we conducted a bibliometric analysis of 13,507 relevant studies published between 1980 and…

Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For…

This article employs transformative learning and decolonial theories to investigate the efficacy of simulation pedagogy for undergraduate student learning about refugees and the internally displaced. The simulation of refugee experience was adapted from the Doctors Without Borders' "Forced From Home" exhibit and facilitated by an…

Research into literacy education often explores cognitive or sociocultural understandings, with the former shaping how curricula and assessments understand readers. This focus on cognitive processes is one of many ways that reading is imagined as an individual pursuit. Through a lens of post-human subjectivity, I consider a narrative of a key…

The teaching brain is a new concept that mirrors the complex, dynamic, and context-dependent nature of the learning brain. In this article, I use the structure of the human nervous system and its sensing, processing, and responding components as a framework for a re-conceptualized teaching system. This teaching system is capable of responses on an…

There is a missing link between our understanding of teaching as high-level social phenomenon and teaching as a physiological phenomenon of brain activity. We suggest that the science of human interaction is the missing link. Using over one-million days of human-behavior data, we have discovered that "collective activenes" (CA), which indicates…

The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture…

Traditional research on collaborative learning employs a "black box" approach that makes it difficult to gain a deeper understanding of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process of collaboration, in order to establish which interaction features are likely to make…

This article presents two current research trends in e-learning that at first sight appear to compete. Competence-Based Knowledge Space Theory (CBKST) provides a knowledge representation framework which, since its invention by Doignon & Falmagne, has been successfully applied in various e-learning systems (for example, Adaptive Learning with…

An examination of how new knowledge is acquired reveals that knowledge is organized in global conceptual constructs called schemata, and that the process of knowledge acquisition can be conceptualized as the articulation and restructuring of these schemata. Assuming that a schema is a generative structure with implications beyond what is…

There is both intuitive and hard evidence which suggests that the quality of human learning has been shaped by evolution, biology, and genetics. Consideration of genetic argument applied to learning processes, however, leads to models of education more optimistic about the role of schooling than those derived from a genetic abilities-based theory.…

Discusses Jerome Bruner's theories regarding language as a tool for promoting cognitive growth, and shows how Bruner's ideas apply to the teaching of writing. (DD)

Two major areas of educational research are addressed in this book. The first explores recent theories and findings on the cognitive aspects of education. The second focuses upon research that examines education as a social institution. The following articles are presented: (1) "The History of Literacy and the History of Readers" (Carl F.…

CYBERNETICS IN EDUCATION IMPLIES COMPLETE CONTROL OF THE INSTRUCTIONAL PROCESS, WHOSE GOALS ARE SPECIFIED BY COMMUNIST POLICY. MODELS FOR INSTRUCTIONAL PROCESSES, INCLUDING BOTH LOGICAL ALGORITHMS, AND NON-ALGORITHMIC OR PROBABILITY PROBLEMS, MUST BE TESTED EXPERIMENTALLY SO SPECIFIC OBJECTIVES CAN BE STATED. THE INSTRUCTIONAL PROCESS ITSELF MUST…