Topics Flashcards
Dev. psych vs. educators
Applied Research
Science
Klahr, Chen, Toth 2001
Teaching children meaningfully/relevant Applied Research Math Learning is situated/social Teacher is not the expert with the truth
Moss and Case 1999 - percent - fraction
Lampert 1990 - talk about math - discourse
Duffy & Orrill 2001 - TALKS ABOUT JASPER
Duffy & Cunningham 1996- Jigsaw, PBL (not math)
Schuh 2003 (not math) - knowledge construction links
Transfer
Bransford & Schwartz 1999- PFL
Lave 1988 - probs with old transfer (dualism, non-social, non-situated)
Metaphors/language
Acquisition vs. Construction of knowledge
Metaphors of Mind
Sfard 1998 AM, CM
Duffy and Cunningham 1996 - Mind as computer, mind as brain, mind as rhizome (situated)
Define phylogony/ontogeny
Expertise - constructivist - discourse and practices of community
Palinscar 1998
Define synaptogenisis, plasticity, OG&P, critical periods, bridge between education and brain too far
Bruer 1997
Fostering communities of learning - reflection, MC, jigsaw, research, majoring - constructivist design
Becoming a part of a community of practice
Brown and Campione 1996
Savery & Duffy 1996 Practice fields rather than communities of practice
Roschelle & Clancey 1992
Look at learner and environment together -
affordances, constraints
ATI
aptitudes for learning
Snow 1996
Nature constrains knowledge construction
Phillips 1995
Bruner 1990 - universals in development on constraints but culture can loosen those constraints - knowledge is public and shared
Appropriation
Unit of analysis is activity
sociocultural - Vygotsky
Intersubjectivity
Rogoff 1995 - appropriation
Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD, jack in the box
Optimal challenge to learner, learner control
Collins 1993
Expertise requires practice - deliberate practice
Ericsson et al. 1993
Chunking, expert chess players, depth in one area
Glaser 1992
All learning is situated, cognitive apprenticeship, sit cog
Brown, Collins, DeGuid 1989
Duffy & Cunningham 1996
Instruction should be “just in time”
Gijbels et al. 2005
Airasian & Walsh 1997 viable, all instruction can fit, caution - c’ism is epist not prescriptive
Implementing C'ist instruction is difficult because: conceptual issues pedagogical issues cultural issues political issues
Teachers teaching with or against their beliefs
Windschitl 2002
Fang 1996 - inconsistency/consistency theory
knowledge is not separate from knowers non-dualist ontological article coming to be = knowing PRAGMATIC
Thayer-Bacon 2000 critical thinking = constructive thinking (body and mind counts)
Packer & Goicoechea 2000
Garrison 1997 - criticizes von g for being subjectivist and dualist
Duffy & Cunningham 1996 MaR
Cobb 1994 - both tell half of a good story - both LPP and constructions in the mind are of value
Bruner 1990 Pragmatism can combat relativism - how does another person’s view affect one’s own view or commitment?
Piaget vs. Vygotsky
Maddox & Cummings 1999 Egocentric speech, become self or become a part of society, develop or activate mental structures. C’ism means too many things to too many people
Duffy & Cunningham 1996 - cog in head, soc ind in social - acculturation
Constructions must be viable
Airasian & Walsh 1997 viability, just in time inst. cism can use all kinds of instruction
Savery & Duffy 1996 practice fields, community
Schuh 2003 kcl
MC and reflection is key
Duffy & Cunningham 1996
Campione, Brown, & Connell 1988
3 perspectives on learning - Empiricist, Rationalist, Pragmatist
Greeno, Collins, & Resnick 1996
PBL is the design of choice - fits constructivist beliefs (illstructured, authentic)
Duffy & Orrill 2001 - jasper, PBL
Duffy & Cunningham 1996 - Jigsaw, PBL
Savery & Duffy 1996 - ill-structured, complex problems in practice fields
Grabinger 1996 REALs - Rich Environments for Active Learning - VERY IMPORTANT. Authentic makes it RELEVANT
Instructional approach that is liked from constructivist view
Grabinger 1996 - REALS - PBL, jasper (CGTV anchored instruction), cog app, reciprocal teaching six characteristics of REALS - c'ist heritage authentic instruction student responsibility collaborative learning generative learning activities authentic assessment to find a child's thinking: concept map think-alouds written question generation analysis of recordings ranking, classifying
ZPD
Rogoff, Malkin, Gilbride 1984 - intersubjectivity ZPD
Duffy & Cunningham 1996 - ZPD def
Wertsch 1992 - ZPD can be used to impact inter and then intra. NOt just for assessment
Wertsch 1985 - inter to intra. cultural process
Wertsch 1984
cognitive constructivism - assimilation, accommodation, equalibrium, schema
von Glasersfeld 1989 - reflective abstraction - own reality, what is constructed in mind
Sutherland 1992 - schema
Reciprocal Teaching Strategy - questioning, predicting, summarizing, clarifying - Scaffolding and modeling
Palinscar & Brown 1986
Campion, Brown, & Connell 1988 - 80% students improved score on comprehension from 30-75 % and retained. very effective - teaches strategy and MC
Intersubjectivity/semiotic mediation/situation definition
Wertsch 1984
Long Term Memory - Connectionist/PDP models, Network Models - ACT-R (Anderson)
Bruning and Schraw 2004
Declarative (semantic & episodic), Procedural, Conditional Knowledge. Implicit vs. Explicit
Bruning & Schraw 2004
concepts, propositions, scripts, productions, schemata
Bruning & Schraw 2004
Paivio’s dual coding - visual and verbal
Bruning & Schraw 2004
Mayer & Moreno 2001
Scaffolding
Palinscar & Brown 1986
Rogoff, Malkin, & Gilbride 1984
Reiser 2004 - structuring and problematizing (example is CSILE, scarmelia & bereiter - students have to indicate connection between their comment and the larger discussion (problematize). Calculator - structure. Tools can distribute the work
Learner-centered classroom vs. teacher-centered
Schuh 2003
Cognitive load
Mayer & Moreno 2001 - on computer - no redundancy, contiguous verbal and visual, coherence (not too much stuff)
Interest, personality, and IQ create constellations of a person - personality research big five (extroversion, neuroticism, agreeableness, conscientiousness, openness), ability catell and horn 3-layer, carroll - abilities, Snow ATI
Lubinski 2000
enactive, iconic, symbolic - spiral curriculum
Driscoll 2000
Behaviorist terms - law of effect, contingent response, behavior, consequences, computer instruction good
Skinner 1996
Modalities in the brain - Multiple Intelligences
Gardner 1993, 1985 - use secondary routes to get to weaknesses of learners, do authentic assessment
Connectionist view of learning
Roschelle and Clancey 1992 - in activity (social and physical), internal processes are being developed - strengthening and weakening of connections - representations are formed. Used “envisioning machine” and looked at newton’s laws of physics with a partner
Triarchic reciprocal causality - Bandura. Personal, environment, behavior
Gredler 1992 - observational learning, models, reinforcement
Self-efficacy
Gredler 1992
Self-regulation
Gredler 1992
Hierarchy of Needs - Deficiency and growth
Maslow 1987
Erckson’s theory of Development - ego development and biological maturation, and social institutions
Steven 1983
Marcia’s identity - moratorium, diffusion, foreclosure, achievement
Woolfolk 2010
