Part 1 of a three-part article analyzing radical constructivism (as one interpretation of Piaget) and the socio-cultural perspective (as one interpretation of Vygotsky), including major principles, primary contributions to mathematics education, and potential limitations. Introduces an integration of the two theories through a feminist…

Proposes a model of mathematics conceptual development consisting of two phases: abstraction and generalization. Illustrates model by references to the development of multiplication and angle concepts. (19 references) (MKR)

Discusses the use of beliefs to guide researchers in the development of computer-based learning. Topics include properties of beliefs; beliefs about learning; beliefs about computer technologies; directions for computer-based learning, including multimedia technology, virtual reality, and groupware; and learning rationales, including…

Examples of two theory-based computerized learning systems--Smithtown and Sherlock--show that most success arises when learning tasks are well structured. Such systems teach procedural rather than conceptual knowledge and support individualized learning better than group learning. (SK)

Adults do not learn science in the same way as either children or scientists. A separate theory of adult learning of science for scientific literacy is needed as the basis for the development of methodologies. (SK)

Describes a study at Florida State University that examined how Gagne's learning theory and events of instruction described and supported learning in the cooperative learning environment of a fourth grade classroom. Examples of instructional events and appropriate actions are given, and it is reported that Gagne's theories support cooperative…

Early efforts to understand adult learning were by psychologists studying learning in general. Adult educators added such theories as andragogy, self-directed learning, and perspective transformation. New perspectives (sociocultural, critical theory, and feminist) are adding to understanding. (SK)

Investigates whether college students can improve their scores on cognitively based scales of the Inventory of Learning Processes (ILP) when using study techniques based on R.R. Schmeck's theory of learning styles. Finds no significant changes in terms of ILP scores for any of the groups. (PRA)

Presents a critical response to a previous article (IR 528 340) that maintained a relationship between a cognitive constructivist viewpoint of distance education and the belief that prepackaged instructional materials are inherently behavioral and lead to surface learning. The author argues that prepackaged materials can help with deeper learning.…

Current applications of experiential learning in higher education include field-based experiences, credit for prior learning, and classroom-based programs. In the workplace, action learning, future search, and outdoor education are among the forms of experiential learning being used. (SK)

Theorizes that dramatic play involves and can potentially develop the three conditions that promote and characterize creativity--interaction, transformation, and imagination. Notes that children involved in dramatic play are enhancing their creativity and potential for creative work. (TM)

In 11 North Carolina counties, extension agents interviewed 7 clients per county; 31 new agents were also interviewed. Results show that "doing" is clearly the most preferred learning mode of both groups. Combinations of learning modes were even greater learning enhancers than individual modes. Seeing, doing, and discussing were the most…

Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…

Analyzes the philosophical assumptions underlying instructional systems technology (IST). Cognitive and behavioral learning theories are discussed, their effects on IST are considered, the philosophical paradigms of objectivism and constructivism are compared, applications of constructivism are described, and implications of constructivism for IST…

Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)