Educational Learning Theory Research Articles

Ecological restoration‐based education in the Colombian Amazon: toward a new society–nature relationship

Caquetá Department, in the Colombian Amazon, has a historical context of deforestation, education of poor quality, land tenure conflicts, and social violence. Thus, there is an urgent need to restore not only the ecosystem, but also the social fabric and the society–nature relationship. This article describes the process, impacts, obstacles, and lessons learned from a program of ecological restoration‐based education for local communities. During 2017, a group of 15 local people were selected and trained in ecological restoration to become, as we called them, “local scientists” (LS). After this educative process, these LS, together with researchers from social sciences and biology, developed an ecological restoration education program aimed to local peasants. The bioregional current of environmental education and significant learning theory were the educative theoretical frameworks used. The pedagogical contents were grouped into five main themes: (1) soils, (2) farm planning, (3) river basins, (4) monitoring, and (5) social organization. During 2018, between 8 and 70 peasants per community participated in the program. The last phase, carried out in 2019, consisted of the propagation of native forest species and outplantings by the program participants, to restore the landscape connectivity in a region considered to be high priority. Peasants built 71 nursery gardens on their farms with their own labor. They produced 400,000 seedlings of 21 native forest species, which were further planted on 277 farms over 550 ha. The implications of the pedagogical process of the program, the advances in restoration of degraded forests, and changes in society–nature relationships are discussed.

The Nature of Mathematics Education; The Issue of Learning Theories and Classroom Practice

To achieve a successful mathematics education through the implementation of the school mathematics curriculum, the teacher’s beliefs emanating from their experiences (including learning theories) with their environment should be a considerable factor. This is to ensure that all learning situation in mathematics classroom generate understanding among the individuals involve for it to be meaningful. In this paper my goal is to highlight on some issues which are of great importance to mathematics education as a field of study. The issues in focus are; theory and practice, the role of theory in mathematics education research, some widely used learning theories in mathematics education, theories of models and modelling and their impact on mathematics research, teaching and learning, the aims of teaching and learning mathematics, and the status of mathematics education as knowledge field.

The S.E.L.F. Approach: Systems and Experiential Learning Framework for Fieldwork and Capstone Education Development

This article presents an evidence-based strategy to assist academic fieldwork coordinators and capstone coordinators with meeting the Accreditation Council for Occupational Therapy Education standards of experiential learning components in an entry-level doctoral occupational therapy curriculum. The S.E.L.F. approach core methods for pedagogical framework and manual development are based on systems theory and educational learning theories. To optimize fieldwork and capstone delivery, the recommended process should include organizational analysis, program development, manual writing, and implementation of practical learning experience. Objectives of the fieldwork and capstone experiences can effectively connect to the overall curriculum design while addressing integral credentialing standards through an evidence-based approach. The applied learning theories are pertinent for educators to objectively deliver beneficial experiential pedagogical outcomes for student professional growth. This article provides a logical fieldwork and capstone framework for pedagogical and manual development. The S.E.L.F. approach transforms learning to meet objectives of the occupational therapy program, students, and other potential audience stakeholders.

Using Learning Theory to Shape Learning Experiences in Health Care Education: Not Scary at All!

AbstractWhenever the word “theory” is used in association with teaching and learning people often react scared. This chapter is an attempt to dispel some myths about using learning theory in health care education in the hope that you will celebrate theory for the fascinating thing it is.

Educational Learning Theories & Their Implications in Modern Instructional Designs

In an era of exponential growth of medical knowledge, it is becoming increasingly important to adopt modern learning techniques which stem from modern educational theories. There is a paradigm shift from classical behaviorism towards a constructivist approach in which student more actively participates and learns at the higher Bloom’s Taxonomy level. The purpose of this review is to understand the role of various educational theories which form the basis of modern curricula in a medical school environment and promote understanding in this regard. This review gives a brief historical perspective of various education theories and focuses on current educational theories which matter in our current constructivist educational environment.

Academic Advising Using Theoretical Approaches for Medical Students Who Are Struggling in Preclinical Years.

Theoretical approaches provide a foundation for helping students in academic settings. The application of learning theories in medical education is also well documented. However, very few studies have applied a theoretical framework to academic advising for struggling students in the preclinical years of their medical education. This article summarizes key learning theories and their application to commonly found problems among first- and second-year medical students. The authors review current advising processes based on widely used theories in medical education and cite examples from their practices about how these theories can be used in effective academic advising. They also discuss the importance of using a holistic approach while helping students overcome academic barriers during their time in medical school.

Student Teachers’ Experiences of Constructivism in a Theoretical Course Built on Inquiry-based Learning

This study aimed to examine what student teachers at a teacher education program, in a theoretical course built on inquiry-based learning, learned as a result of inquiring the extent of implementation of constructivist theory in instructional processes in secondary schools. The participants involved all student teachers (28) taking ‘Teaching-Learning Theories and Approaches’ course. Qualitative data were gathered via interviews and reflective reports, while quantitative data were collected by evaluating student teachers’ reports using project evaluation rubric. The trustworthiness of the findings was ensured via triangulation, peer debriefing, and multiple coding. The findings showed that, as a result of student teachers’ engagement in inquiry, they gained theoretical awareness and understanding of the instructional processes through linking theory and practice of constructivism, became aware of the factors limiting the implementation of constructivist theory, and developed their knowledge and skills related to conducting inquiry.

Teaching and learning theories in higher education and its impacts on Africa’s development: a personal reflection

Teaching and learning theories in higher education and its impacts on Africa’s development: a personal reflection

THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL

THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL

How exemplary educators use their instructional expertise to support CLDE achievement in English‐only inclusive classrooms

English language learners with special needs require specific cognitive, linguistic, social, emotional, and cultural considerations to be successful in inclusive environments. Educators who teach within the confines of English‐only laws have an additional hurdle to overcome when educating culturally and linguistically diverse exceptional (CLDE) students. Through participant observation, four exemplary middle school inclusive educators were observed to determine how each educator specifically used research‐based instruction to support content, language acquisition, and differentiated learning for both CLDE learners and their typically developing counterparts in English‐only settings. The researchers compiled instructional theories associated with culturally responsive teaching, inclusive education, and CLDE learning theories to create an observational tool that compared the instructional strategies used by exemplary inclusive educators to research‐based strategies associated with this population of students. Data reveal that each educator presented a research‐based, instructional strength, which included alternative assessment, active learning, self‐determination skills, and language acquisition.

Digital Literacy Unpacked. Katharine Reedy and Jo Parker, eds. London: Facet Publishing, 2018. 240p. $87.99 (ISBN: 978-1-78330-197-3).

Although information literacy is not new as a focus for learning theory and instructional design in higher education, it has seen renewed interest in recent years with the adoption of the ACRL’s Framework for Information Literacy for Higher Education. Accordingly, a number of books and articles have lately been published proposing innovative approaches to the teaching of information literacy, as well as books exploring the value and meaning of information literacy both inside and outside the academy in the twenty-first century. Along with the fresh inquiry into information literacy has come excavation of “other” literacies that, depending on context, exist alongside or within information literacy, such as visual literacy, media literacy, and digital literacy. These works have helped to shed significant light on the work being done in information literacy and beyond. Digital Literacy Unpacked, edited by Katharine Reedy and Jo Parker, is such a work; it presents a multifaceted view of digital literacy today that enhances our understanding of the value and potential of digital literacy in higher education and in the culture at large.

A Needs Analysis of Historical Learning Model to Reinforce Student’s Local Character using Local Wisdom Values of Turonggo Yakso Art

This research is part of the initial development activities to find out the problems that occur in schools so that model development needs to be done. The problem that happened in SMA Negeri 1 Panggul, Trenggalek, East Java is the lack of ecological intelligence of students this is evidenced by the school yard still scattered with garbage, students still use non-biodegradable waste and concern for the impact of goods consumed is still low. Student environment as part of student life is an important point to be developed as an effort to fix the problem. One effort that can be done as a school channel of education distributors is to integrate the local values in the community into the curriculum and learning unit. One of the local values that have the meaning of ecological wisdom is the values of the local wisdom of Turonggo Yakso art that is still thick with Javanese culture. The values ​​of the local wisdom of Turonggo Yakso art have the highest values ​​that can be a reference for someone to act and have been known by most people of Trenggalek district. The values ​​contained in the art of Turonggo Yakso are not widely known and applied by the students, therefore they need to be revitalized through the education system. This study used a descriptive qualitative method with interviews of teachers and students and lesson plan document analysis (RPP), curriculum and syllabus used in learning. The results of the interview and questionnaires analysis suggest that teachers need to develop a learning model based on local wisdom values ​​of Turonggo Yakso art as an effort to improve the learning problems at school. Ecological intelligence needs to be owned by students as the agent of change to be able to participate in doing sustainable development in facing the challenge of globalization and have good character to the natural environment.
 Keywords
 Need analysis, historical learning, model, reinforce, student, local character, local wisdom, values, Turonggo Yakso Art.
 References
 [1] Geertz, C. (1973). The Interpretation of Cultures. USA: A Member of the Perseus Books Group.[2] Muhaimin. (2015). Building Ecological Intelligence: Educational Models to Increase Ecological Competence. Bandung: Alfabeta.[3] Kongprasertamorn, K. (2007). Local Wisdom, Environmental Protection and community development: the clam farmers in tabon Bangkhsai, Phetchaburi Province, Thailand. Journal of Humanities.[4] Bage, G. (2002). Narrative Matters: Teaching and Learning History through Story. New York: Falmer Press.[5] Strauss, A. d. (1997). Basics of Qualitative Research, Technical Procedures, and Grounded Theory. Surabaya: Bina Ilmu.[6] Sugiyono. (2012). Educational Research Methods. Bandung: Alfabeta.[7] Ramanathan, V., Hahrie, H., & Matlock, T. (2017). Educating Children to Bend the Curve: For a Stable Climate, Sustainable Nature and Sustainable Humanity. In AM Battro, P. Lena, MS Sorondo, & J. v. Braun, Children and Sustainable Development: Eclogical Education in a Globalized World (page 5). Springer International Publishing AG.[8] A.Ag, Z., & Febriansyah, R. (2008). Local Wisdom and the Utilization and Conservation of Coastal Resources. Journal of Community Agribusiness, 1, 69-85 , 72.[9] Schunk, DH (2012). Learning Theories: An Educational Perspective Learning Theory of Educational Perspectives. (E. Hamidah, & R. Fajar, Trans.) Yogyakarta: Student Literature.

AN EDUCATIONAL APPLICATION BASED ON VIRTUAL REALITY TECHNOLOGY FOR LEARNING ARCHITECTURAL DETAILS: CHALLENGES AND BENEFITS

Architectural learning is intensely multifaceted and faces many challenges. Educational theories such as Problem Based Learning, Flipped Learning, Learning Styles theory, and Experiential Learning theory are researchers’ responses to those challenges. In fact, many of these theories need proper means in order to be effectively applied in architectural education. Moreover, the possibilities provided by Virtual Reality (VR) Technology, combined with the complex intrinsic properties of architectural pedagogy, place this technology under architecture researchers’ constant watch. With its experiential nature, VR technology can improve architectural students’ learning. Although the study of VR applications for educational purposes is not new, this is rarely studied in the light of emerging learning theories in architectural education. In response, an educational application called LADUVR (“Learning Architectural Details Using Virtual Reality Technology”) has been designed by the authors to show how VR would address the current shortcomings of architecture learning systems. The present paper discusses the benefits and challenges of developing these kinds of applications, and shows how by using LADUVR users can experience being on a construction site, investigate the architectural details closely, and test what they have learned in an interactive and immersive environment. To continue, the paper examines the feedback from the implementation of LADUVR; with the results indicating that LADUVR would indeed enhance the learning of architectural detailing in most aspects. The paper concludes with a comparison between the use of this application and conventional learning methods.

Taxonomy of educational objectives and learning theories in the training of laparoscopic surgical techniques in a simulation environment.

The acquisition of psychomotor skills in surgery is the central component of medical residency programs in General Surgery and Specialties. Making learning more effective is a cornerstone of educational processes. This article portrays aspects of educational taxonomies and learning theories that may be involved in the training of surgery. Among the many taxonomies and educational theories applicable to learning in surgery, the following stand out: 1) Dave's taxonomy- Hierarchy to actions that facilitate the acquisition of psychomotor skills; 2) Miller's theory- Step-by-step definition that facilitates acquisition; 3) Ericsson's theory- Competence after repetition of the practice followed by systematic reinforcement; 4) Vigotsky's theory- Definition of the role of the specialist in learning; and 5) Theory of Boud, Schon and Ende- Importance of feedback for students and teachers. Knowledge of these tools by teachers and preceptors can facilitate learning in surgery, especially in more complex activities.

A Study on the Implications of Ritual Learning Theory for Adult Education

A Study on the Implications of Ritual Learning Theory for Adult Education

Trend Paradigma dalam Pendidikan Matematika

The current mathematics education is the fruit of past educational debates. First, we examine the past attempts to change the way mathematics is being taught and argue that education is always based on a traditional paradigm. Next try to explain the emergence of a new paradigm that grew out of a combination of theories from cognitive psychology, awareness of the importance of culture for learning, and the belief that students must get meaningful learning. This article discusses theories about paradigms that underlie the learning theory in general education, especially mathematics education. These paradigms include behaviourism, constructivism, critical theory, cognition theory. We discuss some of the implications of this reform related to how mathematics educators might work with math teachers.

Adult education and academic libraries

PurposeThe purpose of this paper is to offer practicing academic librarians an overview of adult education theories as a way to more deeply understand and further foster adult learning in academic libraries.Design/methodology/approachThis paper is a literature review.FindingsThis review introduces academic librarians to a range of specific adult education learning theories; it offers examples of academic library users engaging in these types of adult learning; it considers how academic libraries can further foster adult learning; and it identifies major characteristics of adult learners.Originality/valueThis literature review offers a summative overview of adult education in a way that has not appeared in the library literature to date, along with explicit connections between adult education theories and academic library practices.

Enseñanza en ciencias: la investigación como estrategia pedagógica

Este artículo se contextualiza en el conjunto reciente de investigaciones llevadas a cabo en torno al uso de la Investigación como Estrategia Pedagógica (IEP) para la producción de conocimiento, que se insertan en un plano más general en el modelo de educación por competencias y las teorías constructivistas del aprendizaje. El propósito de la investigación ha sido establecer si las competencias científicas de los estudiantes de grado décimo de educación media se incrementan y mejoran tras la aplicación de la IEP en el área de química. Para ello se trabajó con estudiantes de una institución educativa pública rural de un municipio en Norte de Santander, Colombia. El diseño de la investigación es cuasiexperimental y permitió establecer el nivel de competencias científicas (‘uso comprensivo del conocimiento científico’, ‘explicación de fenómenos’ e ‘indagación’) antes y después de la aplicación de la estrategia. Posteriormente, los resultados de ambas mediciones fueron comparados, de lo cual se concluye que la IEP fortalece las tres competencias científicas señaladas por cuanto existen diferencias estadísticamente significativas antes y después de la aplicación de esta estrategia.

A RELATIONSHIP BETWEEN COGNITIVE INFORMATION PROCESSING IN LEARNING THEORY AND MACHINE LEARNING TECHNIQUES IN COGNITIVE RADIOS

The relationship between cognitivism as learning theory in education and machine learning is characterized in this survey paper. The cognitivism describes how learning occurs through internal processing of information and thus leads to understanding and retention. Cognitive information processing plays an active role to understand and process information that learner receives and relates it to already known and stored within learner’s memory. Thus, the cognitive approach defines learning as a change in knowledge which is stored in learner’s memory, and not a change in learner’s behaviour. In regard with importance of various learning problems to designing cognitive communications systems the two main classification categories of learning techniques are explained. Furthermore, the cognitive radio learning algorithms that have been proposed are described. Finally, the similarities and differences among the principles of learning theories and machine learning are discussed.

Are good attributes of medical teachers more important than the learning style: a glimpse into the future of medical education and learning

Teachers in medical school have the golden opportunities to shape and change the future of medical discoveries, by inspiring new generation of medical doctors for research, education, and clinical trials. For some medical students, they can determine the choice of their medical subspecialty. A good teaching of best quality will be delivered when there is deep understanding of different educational learning theories that influence leaning. It is expected that medical education will focus on: integration of information between basics sciences and clinical sciences, changing learning structure and learning in community and remote settings, authentic curriculum (adding social and behavioural sciences) and students and student engagement. The concept of students; engagement with curriculum was endorsed by the General Medical Council (GMC) in 2011 and the Association for Medical Education in Europe (AMEE) in 2015. The four key principles that can be applied by medical teachers in their day to day teaching are based on the feedback, activity, individualisation, and relevance. Importantly, feedback provides basis for correcting mistakes, clarifying goals, and reinforcing good practices. The activity meant to indicate that student is actively involving in learning. Individualisation meant to be learning experiences that matches the need of individual student. The relevance of the materials taught (clinical, basic sciences and social and behavioural sciences, communication skills, professionalism and evidence-based medicine). Therefore, the role of the teachers may be more important than the leaning style, especially in medicine and in particular academic medicine. In this review, I will explain why the adoption of theories of learning style may decrease the potential of doctors to explore other beneficial options that add more diversity and success to their career and be part of the academic medicine. It is possible that the attributes of our good medical teachers can influence our progress in our medical career rather than the learning style.