Theoretical Foundations of Learning Environments

Sonst. Personen	Jonassen, David H. (Hrsg.); Land, Susan M. (Hrsg.)
Titel	Theoretical Foundations of Learning Environments
Quelle	(1999), (272 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8058-3215-0
Schlagwörter	Communities of Practice; Constructivism (Learning); Instructional Design; Mathematics Education; Curriculum Research; Educational Psychology; Educational History; Educational Technology; Educational Theories; Learning Theories; Learning Processes; Educational Environment; Artificial Intelligence; Theory Practice Relationship; Case Method (Teaching Technique); Research Methodology; Cognitive Science; Cooperation; Computer Uses in Education + Suchen Sie Ihr Suchwort? Community; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematische Bildung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Erziehungspsychologie; Pädagogische Psychologie; History of education; Bildungsgeschichte; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Künstliche Intelligenz; Theorie-Praxis-Beziehung; Case method; Fallmethode; Research method; Forschungsmethode; Kognitionswissenschaft; Co-operation; Kooperation; Computernutzung
Abstract	"Theoretical Foundations of Learning Environments" describes the most contemporary psychological and pedagogical theories that are foundations for the conception and design of open-ended learning environments and new applications of educational technologies. In the past decade, the cognitive revolution of the 60s and 70s has been replaced or restructured by constructivism and its associated theories, including situated, sociocultural, ecological, everyday, and distributed conceptions of cognition. These theories represent a paradigm shift for educators and instructional designers, to a view of learning as necessarily more social, conversational, and constructive than traditional transmissive views of learning. Never in the history of education have so many different theories said the same things about the nature of learning and the means for supporting it. At the same time, although there is a remarkable amount of consonance among these theories, each also provides a distinct perspective on how learning and sense making occur. This book provides students, faculty, and instructional designers with a clear, concise introduction to these theories and their implications for the design of new learning environments for schools, universities, and corporations. It is well-suited as a required or supplementary text for courses in instructional design and theory, educational psychology, learning, theory, curriculum theory and design, and related areas. Contents include: (1) Preface: Student-Centered Learning Environments (S. M. Land, M. J. Hannafin); (2) From Practice Fields to Communities of Practice (S. A. Barab and T. M. Duffy); (3) Situated Cognition in Theoretical and Practical Context (B. G. Wilson, K. M. Myers); (4) Revisiting Activity Theory as a Framework for Designing Student-Centered Learning Environments (D. H. Jonassen); (5) Distributed Cognitions, by Nature and by Design (P. Bell, W. Winn); (6) Agent as Detector: An Ecological Psychology Perspective on Learning by Perceiving-Acting Systems (M. F. Young, S. A. Barab, S. Garrett); (7) Lessons From Everyday Reasoning in Mathematics Education: Realism Versus Meaningfulness; (8) Socially-Shared Cognition: System Design and the Organization of Collaborative Research (D. W. Carraher, A. D. Schliemann, K. Brown, M. Cole); and (9) Theory and Practice of Case-Based Learning Aids (J. L. Kolodner, M. Guzdial). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10