Applying Cognitive Learning Approaches in History Teaching: An Experiment in a World History Course

1995 ◽  
Vol 28 (2) ◽  
pp. 183 ◽  
Author(s):  
Montserrat Marti Miller ◽  
Peter N. Stearns
Keyword(s):  
World History ◽  
Cognitive Learning ◽  
Learning Approaches ◽  
History Teaching

scholarly journals Aplikasi Teori Behavioristik dan Konstruktifistik dalam Kegiatan Pembelajaran di Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

2017 ◽  
Vol 6 (2) ◽  
pp. 33
Author(s):  
Akhmad Pandu Setiawan
Keyword(s):  
Learning Theory ◽  
Positive Reinforcement ◽  
Cognitive Learning ◽  
Behavioral Changes ◽  
Negative Evaluation ◽  
Learning Approaches ◽  
The Road ◽  
And Behavior ◽  
Desirable Behavior

Behaviorism learning theory is oriented towards results that can be measured and observed. Repetition and training used so that the desired behavior can become a habit. The expected results of the implementation of this behavioristic theory is the formation of a desired behavior. The desirable behavior gets positive reinforcement and behavior that is not appropriate awarded the negative. Evaluation or assessment based on observed behavior. In theory this learned professor was not much give a lecture, but the brief instruction is followed by examples by themselves or through simulation. The purpose of this paper is to describe the application of the theory Behavioristic and konstruktifistik in learning activities at the School of Raden Wijaya Tarbiyah Mojokerto. Behavioristic learning theory emphasizes the changes in behavior as well as a result of the interaction between stimulus and response. Learning is a process of behavioral changes as a result of the interaction between stimulus and response. A person is considered to have learned if he could show changes in behavior. Although learning theory tigkah behavior began to be abandoned century, but collaborate on this theory with cognitive learning theory and the theory of other learning is essential for creating a learning approach that is appropriate and effective, because basically there is no single theory of learning that is truly suited to creating a learning approaches and effective fit. especially with constructivism learning model. The role of the faculty in constructivist learning very demanding mastery of a broad and in-depth about the material taught. A broad and deep knowledge allow a lecturer accept different views and ideas of students and also makes it possible to indicate whether or not the idea of ​​the road. Mastery of the material allows a professor to understand all kinds of roads and the model to arrive at a solution to the problem without fixed on one model.

Teaching World History in a Swirl of Standards

2017 ◽  
Author(s):  
Merry E. Wiesner-Hanks
Keyword(s):  
Social Studies ◽  
Education Reform ◽  
Common Core ◽  
Grade Level ◽  
World History ◽  
High Stakes Testing ◽  
State Standards ◽  
High Stakes ◽  
History Teaching ◽  
Single State

Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.

scholarly journals A transdiagnostic study of children with problems of attention, learning and memory (CALM)

2018 ◽  
Author(s):  
Joni Holmes ◽  
Annie Bryant ◽  
Susan E. Gathercole ◽  
Keyword(s):  
Learning And Memory ◽  
Dimensional Space ◽  
Learning Difficulties ◽  
Cognitive Learning ◽  
Learning Problems ◽  
Learning Approaches ◽  
Struggling Learners ◽  
Effective Prevention ◽  
Complex Needs ◽  
Free Data

AbstractBackgroundA substantial proportion of the school-age population experience cognitive-related learning difficulties. Not all children who struggle at school receive a diagnosis, yet their problems are sufficient to warrant additional support. Understanding the causes of learning difficulties is the key to developing effective prevention and intervention strategies for struggling learners. The aim of this project is to apply a transdiagnostic approach to children with cognitive developmental difficulties related to learning to discover the underpinning mechanisms of learning problems.Methods / DesignA cohort of 1000 children aged 5 to 18 years is being recruited. The sample consists of 800 children with problems in attention, learning and / memory, as identified by a health or educational professional, and 200 typically-developing children recruited from the same schools as those with difficulties. All children are completing assessments of cognition, including tests of phonological processing, short-term and working memory, attention, executive function and processing speed. Their parents/ carers are completing questionnaires about the child’s family history, communication skills, mental health and behaviour. Children are invited for an optional MRI brain scan and are asked to provide an optional DNA sample (saliva).Hypothesis-free data-driven methods will be used to identify the cognitive, behavioural and neural dimensions of learning difficulties. Machine-learning approaches will be used to map the multi-dimensional space of the cognitive, neural and behavioural measures to identify clusters of children with shared profiles. Finally, group comparisons will be used to test theories of development and disorder.DiscussionOur multi-systems approach to identifying the causes of learning difficulties in a heterogeneous sample of struggling learners provides a novel way to enhance our understanding of the common and complex needs of the majority of children who struggle at school. Our broad recruitment criteria targeting all children with cognitive learning problems, irrespective of diagnoses and comorbidities, are novel and make our sample unique. Our dataset will also provide a valuable resource of genetic, imaging and cognitive developmental data for the scientific community.

Toward a Global Past? The Presence of World History in Dutch History Textbooks and History Teaching

2016 ◽  
Vol 14 (1) ◽  
pp. 67-80
Author(s):  
Tim Huijgen ◽  
Henri Abbring ◽  
Ronald Bokdam ◽  
Marije Brouwer ◽  
Durk-Rein Lolkema ◽  
...  
Keyword(s):  
World History ◽  
History Textbooks ◽  
History Teaching ◽  
Dutch History

Emotional experiences in simulated classroom training environments

2016 ◽  
Vol 33 (3) ◽  
pp. 172-185 ◽  
Author(s):  
Kalliopi Evangelia Stavroulia ◽  
Evanthia Makri-Botsari ◽  
Sarantos Psycharis ◽  
Gerassimos Kekkeris
Keyword(s):  
Teacher Training ◽  
Classroom Environment ◽  
Behavior Management ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Performance ◽  
Learning Approaches ◽  
Technological Education ◽  
Emotional Experiences ◽  
Content Type

Purpose – Over the years, game-based learning approaches have been adapted in teaching and learning both to engage and motivate students during learning activities. Game technology, such as serious and simulation games, have been used as a new generation of training educational tools enhancing students’ learning and academic performance. An important aspect in the evaluation of those methods is that it focusses particularly on cognitive learning outcomes, ignoring the significance of other processes including emotional aspects in game environments that also contribute significantly to learning, performance and motivation. The purpose of this paper is to present the empirical evidence of a research related to the emotional experiences of pre-service teachers, after the implementation of a simulated classroom environment during the semester. Design/methodology/approach – SimSchool classroom simulation was used for the training of pre-service teachers in classroom and for behavior management issues. The research took place at the Democritus University of Thrace (DUTH) and the School of Pedagogical and Technological Education (ASPETE), in Greece. This study aimed to gain insights related to the emotions that pre-service teachers experienced during the simulated activities. Findings – The results indicated that participants from DUTH experienced more negative and less positive emotions during the game including anxiety, nervousness, disappointment, insecurity, inability to deal with simSchool activities, defeat, dissatisfaction, fatigue, fear and stress. Moreover, the results revealed that ASPETE’s participants experienced more positive and less negative emotions during playing with the simulation, including excitement, motivation and satisfaction. Originality/value – The related research on the use of games in teacher training is still at its infancy, the current research aimed to address teacher training through a simulated classroom environment and investigate the emotional experiences of pre-service teachers during simulated activities.

scholarly journals The Effects of Contextual Learning and Teacher's Work Spirit on Learning Motivation and Its Impact on Affective Learning Outcomes

2020 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Risyatun Naziah ◽  
Caska Caska ◽  
Syakdanur Nas ◽  
Henny Indrawati
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Teacher Morale ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Affective Learning ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Learning Approaches ◽  
Motivation And Learning

The goal of achieving student learning outcomes is not entirely only values in numbers or cognitive learning outcomes. But it also attaches great importance to the affective learning outcomes shown in attitudes or behavior. This study aims to analyze the effect of contextual learning approaches and teacher morale on learning motivation and its impact on student affective learning outcomes. The population in this study were 728 grade 8 students of SMP Negeri 20 and SMP Negeri 23 in Tampan. With the cluster random sampling technique a sample of 155 students was obtained. Data collection used a questionnaire then the data were analyzed by path analysis. The results found that contextual learning approaches have an influence on student motivation, the experience of working with friends while learning has an effect on student motivation and learning behavior, a positive effect on behavior is shown in attitudes manifested in affective domain learning outcomes. The work spirit of the teacher contributes to student affective learning outcomes, high teacher enthusiasm and the teacher's ability have an effect on student motivation to positively impact student affective learning outcomes.

scholarly journals Penggunaan Model Pembelajaran Pendidikan Karakter Abad 21\ pada Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Yenni Fitra Surya
Keyword(s):  
Character Education ◽  
21St Century ◽  
Cognitive Learning ◽  
Preventive Measure ◽  
Learning Model ◽  
Learning Approaches ◽  
Social Pathology ◽  
Value Analysis ◽  
Effective Use ◽  
Use Of Models

Absolute character education was undertaken in the 21st century in early childhood as curative measures and social pathology in the community, but a preventive measure to the formation the good character of each student have not effectively used in character education. In addition to cognitive learning students' character formation should be noted. In fact, often the formation of character early on is often forgotten. The aim of research explained comprehensively the nature of character education in the 21st century in childhood, explained comprehensively the use of models of learning in character education in the 21st century in childhood, explained comprehensively use learning approaches in character education in the 21st century to children aged early. The research method used in this study is a literature review is to connect research with the existing literature and fills the gaps in previous research. The results obtained in this study the use of the learning model of character education in the 21st century in childhood is the process of empowering the learner process of humanization (humanizing), and the process of acculturation, learning models of education namely learning model planting value, based on the development of moral reasoning, value analysis, and project citizen, effective use helps learners develop competencies become good citizens

Internal Battles and External Wars: Politics, Learning, and the Soviet Withdrawal from Afghanistan

1993 ◽  
Vol 45 (3) ◽  
pp. 327-360 ◽  
Author(s):  
Sarah E. Mendelson
Keyword(s):  
Foreign Policy ◽  
International System ◽  
Political Process ◽  
Cognitive Learning ◽  
Epistemic Community ◽  
Political Agenda ◽  
The Political ◽  
Learning Approaches ◽  
Soviet Foreign Policy

Studies explaining the end of the cold war and change in Soviet foreign policy tend to emphasize the role of the international system: decision makers “learned lessons” about the international system, and this learning brought about Soviet accommodationist policies. Such systemic and cognitive learning approaches tend, however, to mask the political and highly contingent nature of the policy changes. To understand these changes, one must explore how certain ideas got placed on the political agenda and how others were forced off.This essay stresses the role of ideas about both the foreign and the domestic scene, as well as the role of a network of specialists that helped put these ideas on the national agenda. Ideas alone cannot explain any one outcome. They must be understood in terms of the political process by which they are selected. Ideas are more likely to be implemented and epistemic communities are more likely to be influential under three conditions: (1) access to the leadership, (2) salience of the ideas to the leadership, and (3) the ability of the leadership to control the political agenda.One critical example of great change in foreign policy was the Soviet withdrawal from Afghanistan. This study examines the interplay of ideas and politics over time and explains how the decision to withdraw was implemented and why it occurred when it did. It focuses on (1) the mobilization of an epistemic community before Gorbachev came to power, (2) massive personnel changes within Soviet institutions in the 1980s, and (3) the empowerment of the epistemic community once Gorbachev had consolidated his power.

Student Identities and World History Teaching

2000 ◽  
Vol 33 (2) ◽  
pp. 185 ◽  
Author(s):  
Peter N. Stearns
Keyword(s):  
World History ◽  
History Teaching ◽  
Student Identities
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