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Just as physicists can think of light as both wave and parti-cle, teachers can theorize about learning in both cognitive. 2 For other examples of this work, see Confrey (1990), Erlwanger (1975), Roth, Anderson, and Smith (1987), Smith (1993), Toulmin (1995), and von Glasersfeld (1987).
1 cze 2017 · The practical criteria for goodness of arguments in instruction include clarity, explicitness, relevance of the reasons supporting the claim, inclusion of evidence and theoretical explanations, acceptability (according to the rules and norms of the context), and sufficiency (of groundings).
17 lip 2018 · This chapter deals with logic and teaching–learning strategy. It emphasizes the role of logical order in teaching and learning. It expounds different issues relating to logic in the field of education. It highlights the role of logical operations in teaching–learning strategy.
26 mar 2010 · Proponents of argumentation as central to science education share the view that this educational mission is complex and multifaceted (Duschl, 2008). Its epistemic component, while foundational, cannot be transmitted to students simply and directly.
4.1 The relationship between logic and learning With respect to the didactics of adult education, the German educational scientist Horst Siebert has called for a distinction between the content-logic (Sachlogik) of the learning matter, the psycho-logic (Psychologik) of the lear-ner, and other factors (see Siebert, 2010, p. 14). Content-logic ...
1 sty 2016 · In particular, argumentation – and more precisely classroom arguing activities – has been found to affect two fundamental dimensions of learning: the students’ capacity to argue in different learning contexts, and the students’ capacity to learn different curricular contents.
Therefore, this chapter seeks to bring the nature of learning to light, with consideration to current andragogical principles and research. Educational theories such as cognitive load theory, and experiential and situated learning, are explained and applied.
