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  1. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  2. Ensuring of Dual Education in Ukraine.Igor Britchenko & Yaroslava Levchenko - 2020 - Матеріали XIV Міжнародної Науково-Практичної Конференції «Проблеми Та Перспективи Розвитку Підприємництва» 1:224-226.
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  3. Isonousía y pereza en el pensamiento de Jacques Rancière.Raquel Ferrández Formoso - 2020 - Daimon: Revista Internacional de Filosofía 2020 (80):109-124.
    La pedagogía es un tema crucial en el pensamiento de Rancière y juega un rol principal en su obra El maestro ignorante, texto que el presente escrito analiza y cuestiona. Su propuesta emancipadora establece como punto de partida una igualdad de inteligencias que en este escrito hemos denominado «isonousía», y según nuestra hipótesis, esta igualdad lleva aparejada una desigualdad de las voluntades (anisothelema). En consecuencia, la propuesta de Rancière no altera en absoluto “el orden explicador” que denuncia, pues el maestro (...)
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  4. Post-Critical Perspectives on Higher Education.Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.) - 2020 - Springer.
    This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education. Each chapter takes a different approach to the articulation of a ‘post-critical’ view of the university, and focuses on a specific dimension, including lectures, academic freedom, and the student experience. The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a (...)
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  5. Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...)
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  6. ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  7. The Pre-Service Practicum Experience and Inquiry-Oriented Pedagogy: Evidence From Student Teachers׳ Lesson Planning.Michael P. Marino & Margaret S. Crocco - 2020 - Journal of Social Studies Research 44 (1):151-167.
  8. Can We Meet Our Mission? Examining the Professional Development of Social Studies Teachers to Support Students with Disabilities and Emergent Bilingual Learners.Ricky Dale Mullins, Thomas Williams, David Hicks & Sara Brooke Mullins - 2020 - Journal of Social Studies Research 44 (1):195-208.
  9. Learning in Sport: From Life Skills to Existential Learning.Noora Ronkainen, Kenneth Aggerholm, Tatiana Ryba & Jacquelyn Allen-Collinson - 2020 - Sport, Education and Society 25.
    Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport (...)
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  10. Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches.Karolina Rybačiauskaitė - 2020 - Acta Paedagogica Vilnensia 45:175-183.
    In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of (...)
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  11. The Mind as a Sponge, its Cognitive Artifacts, and Being in the 21st Century.Ho Manh Tung - 2020 - OSF Preprints 2020 (10).
    In this essay, I discuss the analogy of the mind as a sponge, the issues of cognitive artifacts, and being a mind in the 21st century.
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  12. Western and Eastern Practices of Literacy Initiation.Joris Vlieghe - 2020 - In David Lewin & Karsten Kenklies (eds.), East Asian Pedagogies. Dordrecht: Springer. pp. 135-148.
    The main idea behind this chapter is that a philosophical investigation of basic pedagogical practices, and more exactly the different ways in which children get the hang of elementary literacy at school, can offer a deeper understanding of what school education is all about. I follow here the French philosopher of technology Bernard Stiegler (2010), who argues that this basic pedagogical form defines the school. For him, literacy training sets the model for the practices that make up schools, even if (...)
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  13. Do Working Memory Capacity and Test Anxiety Modulate the Beneficial Effects of Testing on New Learning?Chunliang Yang, Bukuan Sun, Rosalind Potts, Rongjun Yu, Liang Luo & David R. Shanks - 2020 - Journal of Experimental Psychology: Applied 26 (4):724-738.
    Although testing has repeatedly been shown to be one of the most effective strategies for consolidating retention of studied information (the backward testing effect) and facilitating mastery of new information (the forward testing effect), few studies have explored individual differences in the beneficial effects of testing. The current study recruited a large sample (1,032 participants) to explore the potential roles of working memory capacity and test anxiety in the enhancing effects of testing on new learning, and the converse influence of (...)
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  14. The Models of Skill Acquisition and Expertise Development: A Quick Reference of Summaries.Raman K. Attri - 2019 - Singapore: Speed To Proficiency Research: S2Pro©.
    The book offers condensed summaries of twenty-three major models of skill acquisition and expertise development presented by leading researchers during the last half a century of classic and new research. This book presents new researchers in learning, training, cognitive sciences or education disciplines with a big picture starting point for their literature review journey. The book presents an easy to understand taxonomy of twenty-three models which can give new researchers a good bird’s eye view of existing models and theories, based (...)
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  15. Designing Training to Shorten Time to Proficiency: Online, Classroom and On-the-Job Learning Strategies From Research.Raman K. Attri - 2019 - Singapore: peed To Proficiency Research: S2Pro©.
    This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...)
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  16. Growing Democratic Citizenship Competencies: Fostering Social Studies Understandings Through Inquiry Learning in the Preschool Garden.Erin M. Casey, Cynthia F. DiCarlo & Kerry L. Sheldon - 2019 - Journal of Social Studies Research 43 (4):361-373.
  17. Counter-Narratives as Resistance: Creating Critical Social Studies Spaces with Communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.
  18. Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...)
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  19. The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values.Ignace Haaz - 2019 - Geneva, Switzerland: Globethics Publications.
    This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...)
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  20. Learning as Differentiation of Experiential Schemas.Jan Halák - 2019 - In Jim Parry & Pete Allison (eds.), Experiential Learning and Outdoor Education: Traditions of practice and philosophical perspectives. London: Routledge. pp. 52-70.
    The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...)
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  21. Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-Level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - 2019 - Trends in Neuroscience and Education 17:100113.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...)
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  22. Everyone, an Artist. On the Prospect of an Interwoven Arts Pedagogy.Srajana Kaikini - 2019
    "In this week’s post, Srajana Kaikini contemplates the possibilities of an evolving education system." - Blog Editor.
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  23. Science and Enlightenment: Two Great Problems of Learning.Nicholas Maxwell - 2019 - Cham, Switzerland: Springer Verlag.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...)
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  24. Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School.Julie Ollila & Marisa Macy - 2019 - Journal of Social Studies Research 43 (1):33-45.
  25. “We Didn’T Have to Go Through Those Barriers”: Culturally Affirming Learning in a High School Affinity Group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.
  26. Students׳ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students.Tamara L. Shreiner - 2019 - Journal of Social Studies Research 43 (4):389-404.
  27. The Project of the Creation of an Ottoman Nation and Attempts at Turkification.Mikail Uğuş - 2019 - Mevzu - Journal of Social Sciences 1:55-69.
    Education is one of the unique ways for reaching the level of contemporary civilizations. With this understanding, the new education system was put into practice after the promulgation of the Republic. The manner of giving religious education and whether this education should be given or not has been controversial in this system and the effects of such discussions have continued until today. The revolutionary staff, who believe that one of the most important spheres that revives and unites a society is (...)
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  28. Connections Between E-Learning, Web Science, Cognitive Computation and Social Sensing, and Their Relevance to Learning Analytics: A Preliminary Study.Sachi Arafat, Naif Aljohani, Rabeeh Abbasi, Amir Hussain & Miltiades Lytras - 2018 - Computers in Human Behavior 92:478-486.
    In this paper we explore the interrelationship between the sociotechnical-pedagogical culture of e-learning, the emerging disciplines of Web science, Social Sensing and that of Cognitive Computation–as an emerging paradigm of computation. We comment in particular on the importance of this relation for the development of learning-analytics discourse. Moreover, we present an initial relational framework between these disciplines and suggest how these relations can be exploited to solve problems in each area. This paper argues for (a) the particular importance of the (...)
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  29. Modelling Accelerated Proficiency in Organisations: Practices and Strategies to Shorten Time-to-Proficiency of the Workforce.Raman K. Attri - 2018 - Dissertation, Southern Cross University
    This study aimed to explore practices and strategies that have successfully reduced time-to-proficiency of the workforce in large multinational organisations and develop a model based on them. The central research question of this study was: How can organisations accelerate time-to-proficiency of employees in the workplace? The study addressed three aspects: the meaning of accelerated proficiency, as seen by business leaders; the business factors driving the need for shorter time-to-proficiency and benefits accrued from it; and practices and strategies to shorten time-to-proficiency (...)
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  30. Fostering Wisdom in the Classroom, Part 1: A General Theory of Wisdom Pedagogy.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one (...)
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  31. Wisdom Can Be Taught: A Proof-of-Concept Study for Fostering Wisdom in the Classroom.Brian Bruya & Monika Ardelt - 2018 - Learning and Instruction 58:106-114.
    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three-dimensional wisdom scale (3D-WS) was administered to 131 students in five wisdom-promoting introductory philosophy courses and 176 students in seven introductory philosophy and psychology control courses at the beginning and end of the semester. The experimental group was divided in two (“Wisdom 1” and “Wisdom 2”), and each was taught a (...)
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  32. ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  33. "No School is an Island: Negotiation Betweenalternative Education Ideals and Mainstream Education- the Case of Violinschool".L. Hadar, Y. Hotam & Arie Kizel - 2018 - Pedagogy, Culture and Society 26 (1):69 - 85.
    This paper provides insights into the pedagogy in practice of non-mainstream education through a qualitative case study of an alternative school in the context of the Israeli school system. The school’s alternative agenda is based on being isolated from mainstream education. We explore the negotiations between the school’s pedagogy and mainstream educational standards. We point to the tensions stemming from the intersections between the school’s ideals and the external context. This issue is significant for understanding the voices that affect alternative (...)
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  34. A Virtue Epistemology of the Internet: Search Engines, Intellectual Virtues and Education.Richard Heersmink - 2018 - Social Epistemology 32 (1):1-12.
    This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the (...)
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  35. Distributed Learning: Educating and Assessing Extended Cognitive Systems.Richard Heersmink & Simon Knight - 2018 - Philosophical Psychology 31 (6):969-990.
    Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on how (...)
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  36. Tunnel Vision.Lavinia Marin - 2018 - In Laboratory for Society and Education (ed.), Sketching a Place for Education in Times of Learning. Dordrecht: Springer. pp. 91-94.
    When Wittgenstein was young, he wrote a small book intended to solve all of philosophy’s problems with language, called Tractatus Logico-Philosophicus (1922). As an intellectual piece, the Tractatus is a strange beast, written by a student with the voice of a professor. Its process of creation resembles that of a fictional piece: the author is struck by inspiration, labours in solitude, and then translates the vision onto paper. Yet the Tractatus was not meant to be a work of fiction, rather (...)
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  37. The Metabolic Core of Environmental Education.Ramsey Affifi - 2017 - Studies in Philosophy and Education 36 (3):315-332.
    I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...)
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  38. Towards Semantic Analysis of Mentoring-Learning Relationships Within Constructivist Interactions.Farshad Badie - 2017 - In Emerging Technologies for Education. Cham, Switzerland: pp. 107-116.
    The multilevel conversational exchanges between a mentor and a learner could be seen as a radical constructivist account of their comprehensions. The process of knowledge construction could be realised to have significant importance in the context of mentor-learner interactions. The most important fundamental is that ‘the conversational exchanges between mentors and learners ask questions and give answers concerning their individual conceptions, comprehensions and reasonings’. These questions and answers are the main building blocks of the ‘Relations’ between mentors and learners. In (...)
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  39. A Conceptual Framework Over Contextual Analysis of Concept Learning Within Human-Machine Interplays.Farshad Badie - 2017 - In Emerging Technologies for Education. Cham, Switzerland: pp. 65-74.
    This research provides a contextual description concerning an existential and structural analysis of ‘Relations’ between human beings and machines. Subsequently, it will focus on the conceptual and epistemological analysis of (i) my own semantics-based framework [for human meaning construction] and of (ii) a well-structured machine concept learning framework. Accordingly, I will, semantically and epistemologically, focus on linking those two frameworks for logical analysis of concept learning in the context of human-machine interrelationships. It will be demonstrated that the proposed framework provides (...)
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  40. Making Peace Education Everyone’s Business.Gilbert Burgh & Simone Thornton - 2017 - In Ching-Ching Lin & Levina Sequeira (eds.), Inclusion, Diversity and Intercultural Dialogue in Young People's Philosophical Inquiry. Rotterdam: pp. 55-65.
    We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...)
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  41. Utilizing the Project Method for Teaching Culture and Intercultural Competence.Sasha S. Euler - 2017 - Die Unterrichtspraxis 50 (1):67–78.
    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...)
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  42. Aplicación de las TIC en modelos educativos blended learning: Una revisión sistemática de literatura.Mayra Alexandra González Aldana, Karen Vanesa Perdomo Osorio & Yois Pascuas Rengifo - 2017 - Sophia 13 (1):144-154.
    En el presente artículo se identifican las tendencias e impacto de la aplicación de las tecnologías de la información y las comunicaciones en la modalidad educativa blended learning, también conocido como aprendizaje mezclado, el cual propone hacer una integración entre las clases orientas en aulas virtuales y las clases presenciales; dentro de esta investigación se tienen en cuenta resultados y experiencias en distintas áreas educativas haciendo énfasis a la mediación con las TIC. El blended learning, ha logrado gran impacto gracias (...)
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  43. Assessing Concept Possession as an Explicit and Social Practice.Alessia Marabini & Luca Moretti - 2017 - Journal of Philosophy of Education 51 (4):801-816.
    We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to accurately assess the (...)
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  44. A Field of Veiled Continuities.Corrado Matta - 2017 - Dissertation,
    Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. -/- The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational (...)
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  45. Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
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  46. Learning Without Storing: Wittgenstein’s Cognitive Science of Learning and Memory.Ian O'Loughlin - 2017 - In Michael A. Peters & Jeff Stickney (eds.), Pedagogical Investigations: A Companion to Wittgenstein on Education. Singapore: Springer. pp. 601-614.
    Education has recently been shaped by the cognitive science of memory. In turn, the science of memory has been infused by revolutionary ideas found in Wittgenstein’s works. However, the memory science presently applied to education draws mainly on traditional models that are quickly becoming outmoded; Wittgenstein’s insights have yet to be fruitfully applied, though they have helped to develop the science of memory. In this chapter, I examine three Wittgensteinian reforms in memory science as they pertain to education . First, (...)
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  47. Modelo de Aprendizaje Biocibernetico BLM.Cesar Rommel Salas - 2017 - Computers and Society.
    La educación en el periodo digital en el que vivimos está alcanzando retos nunca antes vistos, precedidos por fenómenos que involucran no solamente a unidades sociales tradicionales, sino también a las nuevas comunidades virtuales; innovar es difícil, es un reto, no obstante, hay que pensar en nuevos métodos de enseñanza que impacten a la actual generación de estudiantes, los mismos que llegan con nuevas necesidades y expectativas. La construcción del conocimiento desde el sujeto y el mundo virtual que lo rodea, (...)
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  48. Programming the Gesture of Writing: On the Algorithmic Paratexts of the Digital.Catherine Adams - 2016 - Educational Theory 66 (4):479-497.
    In the wake of the digital, some have recommended that we abandon the tedium of teaching handwriting to children in service of promoting “more creative” digital literacies. Others worry that an early diet of keyboard and screen may have deleterious effects on children's social, emotional, and cognitive development, as well as their physical well-being. Yet in this debate, the algorithmic scripts and digital surfaces underwriting these new reading, writing, and mathematical practices are, with a few notable exceptions, almost exclusively ignored. (...)
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  49. Concept Representation Analysis in the Context of Human-Machine Interactions.Farshad Badie - 2016 - In 14th International Conference on e-Society. pp. 55-61.
    This article attempts to make a conceptual and epistemological junction between human learning and machine learning. I will be concerned with specifying and analysing the structure of concepts in the common ground between a concept-based human learning theory and a concept-based machine learning paradigm. I will focus on (i) humans’ conceptual representations in the framework of constructivism (as an educational theory of learning and model of knowing) and constructionism (as a theory for conceptualising learning) and (ii) concept representations in the (...)
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  50. Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning.Farshad Badie - 2016 - In 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016). pp. 292-296.
    This research works within the framework of constructivist learning (based on constructivist epistemology) and examines learning as an activity of construction, and it posits that knowledge acquisition (and learning) are transformative through self-involvement in some subject matter. Thus it leads, through this constructivism to a pedagogical theory of learning. I will mainly focus on conceptual and epistemological analysis of humans’ conceptualisations based on their own mental objects (schemata). Subsequently, I will propose an analytical specification of humans’ conceptualisations and understandings over (...)
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