Science education is crucial to young children's discovery and understanding of the world around them. This third edition of Science in Early Childhood has been substantially updated to include the most current research, bringing together an author team of respected science education researchers from across Australia. New chapters address changing…

This paper addresses many theories of learning and human development which are very similar with regards as to how they suggest learning occurs. The differences in most of the theories exist in how they treat the development of the learner compared to methods of teaching. Most of the major learning theories taught to educators today are based on…

Analyzes the process of learning--both intentional and non-intentional--and concludes that the view that learning is learning only if it is formal and intentional is false. (RK)

A cause-and-effect relationship exists between the event called teaching and the event called learning. Teachers should create antecedent conditions for learning by motivating students and by using strategies such as explaining, comparing, and reinforcing. (PP)

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…