The intention to both memorise and understand: Another approach to learning?

1996 ◽  
Vol 31 (3) ◽  
pp. 341-354 ◽  
Author(s):  
David Kember
Keyword(s):  
Approach To Learning

Epilogue

2018 ◽  
Author(s):  
Richard Oosterhoff
Keyword(s):  
Sixteenth Century ◽  
Republic Of Letters ◽  
Approach To Learning ◽  
European Culture ◽  
The Republic ◽  
The Moment

The moment unfolded in this book unravelled in the following decades, partly because its students moved on, partly because Lefèvre took up a controversial role in the French Reformation. But his circle’s books continued to cultivate a particular approach to learning, and especially to the cultural place of mathematics, through the sixteenth century. This epilogue picks out a specialist strand of this influence in Lefèvre’s edition of Euclid, often reprinted and used in the republic of letters. A second strand is discernible in the pragmatic stance towards the utility of mathematics held by their heirs, Oronce Fine and Peter Ramus, which came to define European culture.

scholarly journals Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

Taking a Hands-on Approach to Learning

2018 ◽  
Vol 5 (2) ◽  
pp. 163-170 ◽  
Author(s):  
Susan Goldin-Meadow
Keyword(s):  
Social Inequalities ◽  
Approach To Learning ◽  
Hands On ◽  
Learning Language ◽  
Insight Into ◽  
Teaching Situations

When people talk, they gesture. These gestures often convey substantive information that is related, but not always identical, to the information conveyed in speech. Gesture thus offers listeners insight into a speaker’s unspoken cognition. But gesture can do more than reflect cognition—it can play a role in changing cognition and, as a result, contribute to learning. This article has two goals: (a) to make the case that gesture can promote growth early in development when children are learning language and also later in development when children learn about math, and (b) to explore the implications of these findings for practice—how gesture can be recruited in everyday teaching situations by parents and teachers. Because our hands are always with us and require little infrastructure to implement in teaching situations, gesture has the potential to boost learning in all children and thus perhaps reduce social inequalities in achievement in language and math.

scholarly journals Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

Radiography ◽  
2009 ◽  
Vol 15 (3) ◽  
pp. 242-246 ◽  
Author(s):  
M.M. Cockbain ◽  
C.M. Blyth ◽  
C. Bovill ◽  
K. Morss
Keyword(s):  
Learning Experiences ◽  
Approach To Learning

Questioning the Conventional Wisdom and Critiquing Unconventional Perspectives in Abnormal Psychology: A Written Exercise

1992 ◽  
Vol 19 (4) ◽  
pp. 230-232 ◽  
Author(s):  
Dana D. Anderson
Keyword(s):  
Critical Thinking ◽  
Historical Perspective ◽  
Conventional Wisdom ◽  
Controversial Issues ◽  
Abnormal Psychology ◽  
Approach To Learning ◽  
Active Approach ◽  
Term Paper ◽  
Psychology Course

This article describes a teaching exercise used in an undergraduate abnormal psychology course to strengthen students' critical-thinking abilities. Students complete a term paper critiquing a book that is itself a critique of the conventional wisdom in the field. Several books representing a variety of unconventional perspectives are available. The exercise aims at increasing students' historical perspective on the field and at confronting them with controversial issues. It also requires students to engage in an active dialogue with their instructor about an issue raised by the book. This dialogue culminates in the students defining a clear personal position on that issue. The exercise is consistent with an active approach to learning.

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