Educational Learning Theory Research Articles

OPTIMIZING LEARNING THROUGH GAGNE'S THEORY: TEACHING VIDEO ANALYSIS FOR PROSPECTIVE TEACHERS

This study explores and describes the learning process of elementary school teachers and professional education students through the lens of Gagné's learning theory. Using a qualitative approach with a descriptive method, the research analyzes recorded learning sessions of students enrolled in the program. Data collection involves examining the recorded lessons, and the analysis follows a descriptive qualitative framework. The findings reveal that implementing Gagné’s nine instructional events, particularly goal-oriented and active learning strategies, positively influenced student interaction and comprehension of the material. Although there were variations in the ability to recall prior knowledge, all recordings demonstrated significant efforts in delivering content effectively, providing thorough guidance, and offering constructive feedback to enhance knowledge retention and transfer. This study provides a fresh perspective on applying Gagné’s learning theory in professional education, emphasizing its impact on teacher training. Unlike previous studies that often focus on theoretical aspects, this research offers empirical insights into how Gagné’s instructional events can foster deeper engagement and understanding in real-world classroom contexts. Additionally, the study highlights students' diverse experiences in applying Gagné's principles, offering new strategies for improving teaching methods. The implications suggest that educators in teacher preparation programs can use these findings to design more interactive, structured, and outcome-oriented learning environments, ultimately enhancing the quality of education in teacher training programs.

Relevansi Teori Belajar Humanistik Carl Rogers dalam Pendidikan Karakter Perspektif Islam

This study aims to analyze the relevance of Carl Rogers' humanistic learning theory in Islamic perspective character education. The type of research used is qualitative research with library research method. The data analysis technique consists of three stages, namely: data condensation stage, data presentation stage, and verification or conclusion drawing stage. The data validity test is carried out using the source triangulation method. Carl Rogers' Humanistic Learning Theory has relevance in the context of Islamic character education. Five important things in the learning process of desire to learn, meaningful learning, learning without punishment, learning by own initiative, and learning and change, provide a useful foundation for the development of students' character and spirituality in accordance with Islamic principles. Both approaches emphasize the importance of active learners, meaningful personal experiences, a positive learning environment, and a continuous process of change. The integration of these two approaches provides a strong foundation for creating more meaningful and effective learning in shaping learners' character in accordance with Islamic teachings that prioritize kindness, justice and compassion in relation to God, fellow humans and the universe. Therefore, the relevance of Carl Rogers' humanistic learning theory in Islamic perspective character education brings a sustainable positive impact in shaping a responsible and noble generation.

Main Learning Theories in Education

Six major learning theories explain how people acquire knowledge and skills: behaviorism focuses on how environmental stimuli and consequences shape observable behaviors; cognitivism emphasizes internal mental processes and representations; constructivism highlights learners actively constructing their own understanding; humanism stresses personal experiences, values, and motivations; connectionism emphasizes neural networks and distributed representations; and sociocultural learning theory which according to this theory, learning takes place through collaborative activities with others, where individuals build upon their existing knowledge and skills. These influential theories have impacted educational practices and sparked ongoing debates as researchers and practitioners grapple with the complexity of learning.

Konsistensi Teori Belajar dan Pembelajaran dalam Pendidikan

Education is the backbone and main tool for a country’s development, because it emphasizes the quality of human resources (HR). Education aims to brighten the nation’s future with an intelligent and characterful generation. Learning, as an interaction between teachers, students, and learning resources, is a systematic process involving interrelated components to achieve optimal results. This literature review aims to provide a comprehensive understanding of learning theory and learning in educational practice. In this research, the researcher used a literature review method which aims to identify, find and analyze documents related to the research problem. The results of the research show that this consistency has a crucial role in creating a predictive learning environment, facilitating the continuity of curriculum and strategy development. teaching, facilitates the transfer of learning, and forms a strong foundation for an effective and sustainable learning experience for students. Consistency in applying learning and learning theories, such as behaviorism, cognitivism, constructivism, and humanism, helps educators in designing structured and directed learning. This allows students to develop a deep understanding of the subject matter and skills that are important for learning. In conclusion, the consistency of learning and learning theories in education is an important factor for achieving educational goals. By consistently applying learning theories, an intelligent and characterful generation can be created that is ready to build a brighter future for the nation.

Transformative Learning as a Part of Living Theory: A Constant Evolution of Transformative Learning Theory in Lifelong Education

Transformative Learning Theory is one of the major adult learning theories. It has gained significant attention due to its potential to revolutionize education and personal development. Although its popularity has made it branch out from the adult learning theories as a distinct theory with unique characteristics and utilizations, the field of Transformative Learning has fallen into its own disorienting dilemma. The field of Transformative Learning is now in a critical phase as a field of study where it needs to refine itself to better develop its identity and grow. In this article, I will respond to the six questions regarding Transformative Learning Theory and the field of Transformative Learning that the editorial team of the journal asks.

Mengintegrasikan Teori Pembelajaran Konstruktivis melalui Teknologi Digital Dalam Pendidikan Islam

Constructivist theory is a learning theory that emphasizes the active role of students in constructing their own knowledge. This theory continues to be the dominant research program in producing new research and findings. With the development of technology, this theory has also begun to be integrated into digital technology, this integration prompted us to conduct research on this integration. This integration is also applied in Islamic education, so we examine the integration of constructivist theory with digital technology in Islamic education. This study aims to analyze the integration of constructivist learning theory in digital technology Islamic education. This study using library research produces research data regarding the challenges, strategies, benefits and impacts of integrating constructivist learning theory in digital technology Islamic education. This study has implications for increasing literature on Islamic education, a development to incorporate learning theory into technological advances on digital Technology, so that it can add to the body of knowledge in the field of education regarding this integration, especially in Islamic education.

Comparative Analysis of Kodály, Suzuki, Dalcroze, Orff, and Gordon Music Learning Theory in Early Childhood Music Education: A Literature Review

Comparative Analysis of Kodály, Suzuki, Dalcroze, Orff, and Gordon Music Learning Theory in Early Childhood Music Education: A Literature Review

Meeting the need for effective and standardized neonatology training: a pan-European Master’s Curriculum

Neonatology is a pediatric sub-discipline focused on providing care for newborn infants, including healthy newborns, those born prematurely, and those who present with illnesses or malformations requiring medical care. The European Training Requirements (ETR) in Neonatology provide a framework for standardized quality and recognition of equality of training throughout Europe. The latest ETR version was approved by the Union of European Medical Specialists (UEMS) in April 2021. Here, we present the curriculum of the European School of Neonatology Master of Advanced Studies (ESN MAS), which is based on the ETR in Neonatology and aims to provide a model for effective and standardized training and education in neonatal medicine. We review the history and theory that form the foundation of contemporary medical education and training, provide a literature review on best practices for medical training, pediatric training, and neonatology training specifically, including educational frameworks and evidence-based systems of evaluation. The ESN MAS Curriculum is then evaluated in light of these best practices to define its role in meeting the need for a standardized empirically supported neonatology training curriculum for physicians, and in the future for nurses, to improve the quality of neonatal care for all infants.Impact statementA review of the neonatology training literature was conducted, which concluded that there is a need for standardized neonatology training across international contexts to keep pace with growth in the field and rapidly advancing technology. This article presents the European School of Neonatology Master of Advanced Studies in Neonatology, which is intended to provide a standardized training curriculum for pediatricians and nurses seeking sub-specialization in neonatology. The curriculum is evaluated in light of best practices in medical education, neonatology training, and adult learning theory.

An Analysis of Examination Question Trends in the field of Biology Education on Secondary Biology Teacher Appointment Examination from 2014 to 2024

This study aims to analyze the examination trend of questions related to the field of biology education among the questions of the secondary biology teacher appointment examination from 2014 to 2024. The analysis of examination question trends was conducted by using the contents of the evaluation area and the sub-evaluation content elements of the biology subject suggested by the Korea Institute for Curriculum Evaluation (KICE) as a framework. The results of the study are as follows. First, only 75% of the evaluation content elements were linked to the set questions, and it was found that only biology teaching-learning theory, biology teaching-learning practice, and biology teaching-learning evaluation areas had questions linked to all evaluation content elements. Second, the biology teachinglearning theory, biology teaching-learning practice, and biology inquiry areas accounted for 67% of the total questions. Third, it was found that no question was set in the biology education environment and support area. These results show that the secondary biology teacher appointment exam is biased towards certain areas and evaluation content elements. Furthermore, since the evaluation area and evaluation content elements also affect the education for the professionalism of prospective biology teachers, it shows the need to comprehensively review and improve the content of the evaluation area and evaluation content elements, considering teachers’ competency and educational factors for the successful progress of field education.

A spark of change: developing an innovative gerontological nursing intervention mapping initiative for training and education (IGNITE)

BackgroundWith an aging global population and advancements in medical technology, there is an urgent need for innovative gerontological nursing education programs. This study aimed to develop and evaluate the Innovative Gerontological Nursing Intervention Mapping Initiative for Training and Education (IGNITE) program. This program is a digital platform-based postgraduate nursing curriculum that employs the Intervention Mapping Approach (IMA) and Transformative Learning Theory to address the evolving needs of gerontological nursing.MethodsThe IGNITE program’s development process encompassed a comprehensive approach, including needs assessment, mapping of course objectives, integration of theory-based methods and strategies, course design, implementation, and rigorous evaluation. The pilot evaluation study involved pre- and post-tests focused on ageism, attitudes towards elder care, knowledge about older adults, transformative behavior change, and program satisfaction. The findings revealed significant improvements across all these dimensions, affirming the effectiveness of the program.ResultsThe program leveraged experiential learning, critical reflection, and rational discourse to facilitate transformative educational experiences. Notably, pre- and post-test comparisons showed marked improvements in attitudes towards older adult care and dementia care knowledge. Participants expressed high satisfaction with the program, with significant reported changes in transformative behaviors. The study also illuminated the initial negative attitudes of clinical nurses towards older adults and underscored the importance of transformative learning experiences in fostering empathy and understanding.ConclusionsThe IGNITE program lays a foundational framework for developing educational materials that promote transformative learning and self-reflection among healthcare professionals. This approach can lead to innovative nursing practices and personal growth. The application of the IMA and Transformative Learning Theory in gerontological nursing education shows significant promise. Future research should focus on exploring the long-term impacts of such programs and their applicability in diverse healthcare settings.

Neuroscience Contribution in Educational Leadership. Challenges and Perspectives

Education is founded upon the instruction process and its outcomes, commonly called learning outcomes. The underlying foundation of this entire process is the brain. Neuroscience encompasses the study of brain function, including the intricate processes involved in human learning. It also investigates the factors that contribute to variations in learning abilities among individuals. Therefore, it is unsurprising that individuals engaged in educational science are highly interested in integrating the discoveries of neurosciences with educational theories of learning. Neuroscientific research has been conducted for approximately three decades. However, there has been a growing interest in integrating neuroscience and education in recent years. This is evident from the numerous articles published in books and scientific journals that explore the relationship between these two fields. Additionally, the integration of neuroscience into educational leadership presents both opportunities and challenges. Educational neuroscience posits that insights from neuroscience can enhance teaching in the classroom. However, there are practical and principled issues associated with educational neuroscience, which need to be addressed. Neuroscience is revealing to educational leadership that it is a social process, with the human brain being a social organ interacting with others in social contexts. Incorporating neuroscience into educational leadership has the potential to increase its effectiveness, but contradictory studies address the critical nature of this integration. The application of advances in psychology, behavioral economics, and cognitive neuroscience to study school leaders’ decision-making processes is a tantalizing area. Finally, it is essential that neuroscientific data and interpretations are rooted in education to be embraced by the education profession.

CHARACTERISTICS OF LEARNING THEORIES IN EDUCATION ACCORDING TO PSYCHOLOGICAL DEVELOPMENT

This study aims to determine the characteristics of learning theories in education according to psychological development. The method used is a literature review. Based on the researcher's analysis results, it is known that the flow of learning theories has different characteristics, even if the results are emphasized more than the learning process. Examples are 1) the cognitive flow, which emphasizes the learning process; 2) the humanistic school, which emphasizes the content of the lesson; 3) The flow of cybernetics which emphasizes the information system of the material being studied, and many other theories with unique characteristics. The different characteristics of various learning theories are due to 1) different types of learning, 2) learning motivation is low and has many stages, and 3) learning has the nature of skills and abilities and is rational. So to assess whether the opinions conveyed by various experts are accurate based on the flow of learning theory, it can be seen from the unique characteristics appropriate to the learning types.

Bridging disciplinary perspectives on transformation: Epistemologically evaluating liminality and transformative learning

Transformative tourism has become a key research topic, with Turner's anthropological liminality and Mezirow's educational transformative learning theory being central frameworks. This essay clarifies these approaches, analyzing their strengths, limitations, and interplay to enhance transformation-focused tourism research. It emphasizes interdisciplinary methods, proposing theoretical expansions that explore the breadth of transformation and its practical applications. By comprehensively articulating these frameworks, this paper aims to guide their effective integration in tourism studies. This work deepens the understanding of transformative processes in tourism, contributing significantly to the field's epistemic progression.

Pre-Algebra Student Negative Sign Computer-based Learning

Middle school students who struggle with manipulating math expressions involving the negative sign have demonstrated difficulty learning pre-algebra content that prepares them for higher-level math courses. This study involved a multimedia intervention to improve middle school students' negative sign proficiency and math self-efficacy. A mixed-methods action research study was implemented involving 28 middle school students who participated in an intervention three days a week, working on 12 computer-based math learning modules. The module's learning goals focused on students evaluating negative sign expressions supported by Realistic Mathematics Education learning theory, cognitive theory of multimedia learning, and multimedia self-efficacy instructional strategies. The results showed a statistically significant improvement in negative sign math proficiency, a non-significant improvement in math self-efficacy, and that student perceptions of learning through the modules were favorable. This research contributes to understanding technology intervention learning environments that include middle school math self-efficacy instructional strategies.

한국 평생교육학의 학문적 성과와 학교기반 교육학에 대한 문제제기(2000-2023)

The purpose of this article is to mark the 70th anniversary of the Korean Society of Education and to reveal what kinds of academic and theoretical contribution that the field of lifelong education has made to the overall educational sciences in general. In particular, what this study focuses on is exploring what the lifelong education theories have been constructed and how they gave impact on the dominant school-centered mainstream educational theories. Among many, this article investigates how lifelong education as theory has transformed the theoretical landscape of school-centered ontologies in pedagogy. For this purpose, this study re-classified the contents of the articles published in the Journal of Lifelong Education, which the Korean Society for Study in Lifelong Education has published over the past 20 years, and extracted the theoretical contrasts that lifelong education created in comparison with existing school-based educational theories from that flow. The results are summarized as follows. (1) In pursue of the foundational concept of lifelong education, the researches of lifelong education have continuously created alternative educational concepts, values, and learning theories that gave impacts on transforming or replacing the theories and practices of Korea’s school education system. (2) In particular, researches and theories on lifelong learning resulted in the new starting point of alternative learning theories and, at the same time, the creation of a new field of learning sciences. (3) The continuous institutionalization process in the areas of adult and higher lifelong education was a consequence of the efforts, and also it was an effective leverage of education system in post-schooling era that transforms and replaces the traditional structure of the schools and universities. (4) Lifelong education has shifted the focus of pedagogical discourse from education to learning, from which the dominant “schooled society” was gradually de-territorialized and re-territorialized towards “learning society”.

“Gafas violetas” para reducir las desigualdades a través de la pedagogía: propuesta para incorporar la teoría de género en los cursos del componente pedagógico de las carreras compartidas de la División de Educología en la Universidad Nacional

This essay intends to provide specific recommendations aiming at the crystallization of the transversality of gender theory amongst the pedagogical courses of the common majors of the Department of Educology of Universidad Nacional (UNA). To achieve that, the axes and thematic contents of the following courses are revised: Teacher Development and Professional Career Scenarios, Costa Rican Development and Educational Models, Human Development and Learning Theories, Seminar on Pedagogical Education: Pedagogy and Educational Processes, Introduction to Educational Processes, and Pedagogical Mediation for Inclusive Education. A series of recommendations are suggested to modify the syllabi of those courses, achieving that those students enrolled in Education with Specialization on Secondary Education are given a teaching process which enables them to analyze their educational practice from gender and intersectionality. It was opted for micro-breaks where the teaching staff does not need to have extensive training in gender to understand and apply the suggested elements, but only social sensitivity and a desire to transform the environment for a more just and egalitarian one. As the next thematic axis, it is urged to continue proposing recommendations such as these in other academic units in order to broaden the mainstreaming of this theory throughout the academic offerings of UNA.

CONSTRUCTIVISM LEARNING THEORY IN EDUCATION: CHARACTERISTICS, STEPS AND LEARNING MODELS

Education seeks to build the best quality human resources for the future.One way to make this happen is by knowing the various forms of learning theories that function so that the process of errors in learning can be minimized. Apart from that, to increase students' enthusiasm for learning, teachers must innovate, including byusing a constructivist approach to learning. So this research aims to describe the Constructivist Learning Theory in Education. The method used is a literature study with a qualitative descriptive approach, collecting data from primary and secondary sources, then analyzing the content of relevant discussions and drawing conclusions. The results of the research show that constructivist learning theory is an approach to the individual learning process in which it has principles and characteristics to answer various relevant problems, adapts to the current curriculum, focuses on student activity, and participates in assessing students' opinions when they express their opinions. The steps must include apperception, exploration, consolidation, attitude formation, and assessment using a format. Meanwhile, several learning models that are currently running are based on constructivism, including Problem-Based Learning, Authentic Learning, Inquiry-Based Learning, and Cooperative Learning.Keywords: Learning Theory, Constructivism, Education, Learning Models

Self-regulated Learning Theory in Metacognitive-Based Teaching and Learning of High-Order Thinking Skills (HOTS)

Along with the need for global competence, the aspect of high-level thinking skills that is widely emphasized nowadays has demanded students to be intelligent individuals who apply the ability of learning skills through their own determination by implementing effective learning methods through self-regulated learning. However, the study found that in the teaching and learning of high-level thinking skills, the approach in learning self-regulation is less applied. Thus, this concept paper aims to discuss the application of self-regulation learning theory in teaching and learning metacognitive-based high-level thinking skills. This study uses an analytical approach to the literature review in discussing the relationship between learning self-regulation, metacognition and high-level thinking skills, the definition and concept of self-regulation learning, self-learning theory and the importance of self-regulation learning in teaching and learning metacognitive-based high-level thinking skills. Self-regulated learning theory suggests that teachers can use metacognitive elements in self-regulated learning to improve students' cognitive abilities and improve pedagogical knowledge and teaching efficiency. Through the application of this theory, it gives implications to the teaching and learning practices of teachers and students in improving students' thinking skills based on metacognition.

Developing Mathematics Achievement and Inductive Reasoning: A Proposed Technique According to Brain Compatible Learning Theory

Recent research has shown the need to present knowledge to students in a manner consistent with the characteristics of the human brain, especially during learning mathematics, which contributes to the development of achievement and inductive reasoning. The current study aimed to develop achievement and inductive reasoning by employing brain-compatible learning theory in teaching and learning mathematics for sixth-grade students in Oman. The sample included (74) students, who were divided into two equal groups: experimental and control. Study data were collected using mathematical achievement tests and inductive reasoning. There were significant differences between the two groups in the post-application of the achievement and inductive reasoning tests in favor of the experimental group, which indicates that teaching mathematics according to the theory of learning compatible with the brain had a significant impact on the development of achievement and inductive reasoning among the participants. The study recommended the need to develop and teach mathematics curricula in a way that allows for the practice of many activities and exercises that contribute to the development of students’ achievement and inductive reasoning skills.

Promoting youths' skills acquisition through experiential learning theory in vocational education and training in South Africa

PurposeThere is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.Design/methodology/approachThe research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.FindingsThe findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.Practical implicationsThe practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.Social implicationsThe socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.Originality/valueThe article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.