The use of problem-based learning (PBL) to understand and apply learning theory in an educational psychology classroom

2011 ◽  
Author(s):  
Nicole Rivera
Keyword(s):  
Learning Theory ◽  
Educational Psychology ◽  
Problem Based Learning

Cognitive Research, Learning Theory, & Software Design: The Virtual Library

1998 ◽  
Vol 18 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Molly Nicaise
Keyword(s):  
Preservice Teachers ◽  
Instructional Design ◽  
Learning Theory ◽  
Web Sites ◽  
Educational Psychology ◽  
Structure Learning ◽  
Instructional Designers ◽  
Virtual Library ◽  
New Paradigm ◽  
Cognitive Research

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

Использование технологии проблемного обучения на занятиях русского языка

2019 ◽  
pp. 70-71
Author(s):  
Анаркул Асанбаева ◽  
Нуркыз Джекишева
Keyword(s):  
Higher Education ◽  
Key Words ◽  
Learning Theory ◽  
Education System ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Russian Language ◽  
Higher Education System ◽  
The Russian Language

Аннотация: данная статья посвящена раскрытию одной из методик в преподавании русского языка как проблемное обучение. Сделана попытка анализа проблемного обучения в системе высшего образования. Приводятся характеристики проблемного обучения, его положительные стороны, а также его возможности. Ключевые слова: проблемное обучение, педагогика, теория обучения, креативное мышление. Аннотация: Бул макала орус тилин окутуу боюнча ыкмалардын бири болгон көйгөйгө негизделген окутууну чагылдырган. Жогорку билим берүү системасында көйгөйгө негизделген окутууну талдоо аракети, анын жакшы жактарын, ошондой эле өз мүмкүнчүлүктөрүн мүнөздөлүшү каралат. Түйүндүү сөздөр: көйгөйгө негизделген окутуу, билим берүү, билим берүү теориясы, чыгармачылык менен ой жүгүртүү. Annotaion: This article is devoted to the disclosure of one of the methods in teach- ing the Russian language as a problematic study. An attempt is made to analyze prob- lem-based education in the higher education system. The characteristics of problem ed- ucation, its positive aspects, as well as its capabilities are given. Key words: problem-based learning, pedagogy, learning theory, creative thinking.

Anna's Story: How a Ukrainian Orphan's Acquisition of English as a Second Language Transformed Her Life

2020 ◽  
Vol 19 (2) ◽  
pp. 107-119
Author(s):  
Rebecca Allen ◽  
Alex Nakonechnyi ◽  
Mary Sovik Benedetti
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Theory ◽  
Educational Psychology ◽  
Adopted Children ◽  
Institutional Agents

This article presents a case study of an adult Ukrainian orphan, Anna, who acquired English as a second and accessed U.S. higher education despite the fact that adopted children or aged out orphans face a unique constellation of educational and psychological challenges in language learning. This article presents Anna's story in her own voice and advocates for the specialized needs of the underserved, often voiceless thousands of older orphans in war-stricken Ukraine. This article suggests that access to institutional agents and social capital played a key role in Anna's success. Of interest to researchers, the article postulates common, current language learning theory perhaps may not fully explain the distinct processes of language acquisition by institutionalized, language-delayed children. The article also offers tangible lessons for educators of victims of trauma, and would thus be of interest to practitioners as well as researchers in the areas of language acquisition and educational psychology.

Best Evidence Medical Education in Psychiatry Training

2002 ◽  
Vol 10 (4) ◽  
pp. 348-352 ◽  
Author(s):  
Cathy McGuckin ◽  
David Burke ◽  
Cathy McGuckin
Keyword(s):  
Medical Education ◽  
Transformative Learning ◽  
Learning Theory ◽  
Web Search ◽  
Problem Based Learning ◽  
Evidence Base ◽  
Evidence Based ◽  
Psychiatry Training ◽  
Web Searches ◽  
Computer Data

Objectives: To examine the evidence-base in medical education and psychiatry training, in relation to: the most effective method of imparting the attitudes, skills and knowledge essential to prepare future psychiatrists for modern psychiatric practice; the most effective method of optimising trainees' motivation to learn and their enjoyment of learning; and the most effective method of fostering trainees' commitment to self-directed, life-long learning. Methods: The current available literature was reviewed by searching medical and education computer data-bases up to December 2001; a web search of evidence-based education was conducted; and the references cited in the articles obtained were scanned for papers not yielded by the database and web searches. Results: There is evidence to support the use of both the directed and the constructivist approaches to education, there is evidence to support the use of problem-based learning in medical education, and there is no evidence for adult learning theory or transformative learning theory, although elements of both appear to be incorporated into problem-based approaches. Conclusions: The emphasis in modern medical education is on a con-structivist approach, dominated by problem-based learning and built around small-group activities. Postgraduate psychiatry training could be improved significantly by adopting the evidence-based advances that have been made in education and undergraduate medical education over the past three decades.

Sign in / Sign up

Export Citation Format

Share Document