What Is Learning Anyway? A Topographical Perspective Considered

Autor/inn/en	Alexander, Patricia A.; Schallert, Diane L.; Reynolds, Ralph E.
Titel	What Is Learning Anyway? A Topographical Perspective Considered
Quelle	In: Educational Psychologist, 44 (2009) 3, S.176-192 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Investigations; Figurative Language; Active Learning; Teaching Models; Definitions; Theories; Foreign Countries; Elementary Secondary Education; Italy + Suchen Sie Ihr Suchwort? Untersuchung; Aktives Lernen; Lehrmodell; Begriffsbestimmung; Theory; Theorie; Ausland; Italien
Abstract	The overarching purpose of this treatise was to develop a means by which to describe and evaluate existing perspectives on learning and to guide future explorations in this domain. Specifically, using the metaphor of a river system, we advance a framework into which theoretical perspectives and empirical investigations of learning can be positioned. We began by articulating nine principles of learning shared by diverse theoretical orientations. The primary focus of our analysis was a framework with four dimensions of learning (i.e., the "what," "where," "who," and "when") in continual interaction constituting the products and processes of learning. Based on these common principles and the interactive dimensions, we offered a definition of learning. Finally, we used three cases drawn from real-life experiences, and representing different configurations of the "what," "where," "who," and "when" dimensions, to illuminate the comprehensiveness and utility of the topographical perspective on learning forwarded. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10