Examines the notion of "deep" and "surface" approaches to learning and phenomenography, the associated methodology and theory of knowledge; explores reasons for the heightened status of the deep/surface notion within higher education research; discusses problems of phenomenographic research methodology. Introduces the idea of…

Argues that instructional techniques consistent with constructivist epistemology are not the only means by which students construct meaning. Suggests that the choice of instructional strategies should be based on the nature of the content, students' needs, and teacher objectives. (Contains 23 references.) (SK)

Individual/cognitive theories of learning disregard learners' sociocultural contexts. Adult educators should adopt broader sociocultural theories that incorporate individual, social, and cultural perspectives and recognize diverse discourse communities as contexts for learning. (Contains 33 references.) (SK)

Reviews Karmiloff-Smith's "Beyond Modularity," suggesting that her work highlights phenomena that seem counter intuitive when regarded from current developmental frameworks, and advocates that understanding them requires more complex perspectives than can be supported by either extreme nativist or domain-general models of cognitive…

Investigates effects of epistemological beliefs and topic-specific beliefs on undergraduates' (N=40) cognitive and strategic processing of a dual-positional text. Findings reveal that epistemological beliefs about the speed of learning affected the overall number of cognitive processes exhibited, whereas topic-specific beliefs interacted with the…

We examined the relative contribution of epistemological beliefs and implicit theories of intelligence to the adoption of mastery, performance-approach, and performance-avoidance goals, respectively, in a sample of 80 Norwegian student teachers in an innovative, cooperative instructional context with little emphasis on grades and performance…

In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather,…

Pragmatism has been rediscovered in recent years and presented as emblematic of modern thinking. At the center of this worldwide interest in late-nineteenth century Pragmatism stood, first, a rejection of the traditional dualistic construction of the world in philosophy and psychology; second, a distinguishing of the findings of learning theory…

Based on the hypothesis that teachers possessing extensive and coherent knowledge structures are the most effective teachers, this paper explores the use of a modified ordered tree (OT) technique for measuring teachers' knowledge structures. Two questions are posed: (1) Can a modified OT technique be used to measure teachers' knowledge structures?…

Some feel that a persistent shortcoming of the collective views of human action is that they often advocate a view of the individual as merely a bearer or token for the group to which he or she belongs. These theories do not account for individual choice. This project attempts to arrive at a general critique of individualism, drawing on a number…

This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and…

Discusses histories of three current issues in the psychology and pedagogy of mathematical thinking: (1) the notion of a "prescriptive method"; (2) "associationism" as an explanation for learning; and (3) Gestaltism. Reviews theoretical perspectives that emerged starting in the mid-twentieth century, including behaviorism,…

This exploration of constructivism begins with a discussion of constructivist epistemology and learning theory, explaining that constructivist epistemology is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning. The…

The emergence of cognitive psychology as an important source for theories of learning, the relationship between information processing theories of learning and behaviorist theories, the implications of recent developments in cognitive psychology for instructional design, and the role of computers in instruction are among the topics addressed in…

One influential view of constructivism in science and mathematics educational research and practice is that of Ernst von Glasersfeld. It is a peculiarly subjectivist form of constructivism that should not be attractive to educators concerned with objectivity. Presents an example of a social constructivist alternative from pragmatic philosopher…