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Richard E. Mayer – Educational Psychology Review, 2024
The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core ideas have been constant--dual channels (i.e., humans have…
Descriptors: Multimedia Instruction, Multimedia Materials, Learning Theories, History
Patricia A. Alexander; P. Karen Murphy – Educational Psychology Review, 2024
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled "Evolution of a Learning Theory: A Case Study." This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case,…
Descriptors: Learning Theories, Case Studies, Scientific Principles, Educational Psychology
Malmi, Lauri; Sheard, Judy; Kinnunen, Päivi; Simon; Sinclair, Jane – ACM Transactions on Computing Education, 2023
Use of theory within a field of research provides the foundation for designing effective research programs and establishing a deeper understanding of the results obtained. This, together with the emergence of domain-specific theory, is often taken as an indicator of the maturity of any research area. This article explores the development and…
Descriptors: Learning Theories, Computer Science Education, Learning Processes, Models
Howard, Joy; Nash, Kindel; Thompson, Candace – International Journal of Qualitative Studies in Education (QSE), 2023
Motherscholaring is an essential mode of intellectual and spiritual travel, a type of soulwork, epistemologically rooted in love, occuring at the intersections of personal and professional theories, research, and practices that move toward justice. In this conceptual paper, we creatively and collectively explore meanings of motherscholaring found…
Descriptors: Mothers, Scholarship, Poetry, Autobiographies
Paraskeva, João M.; Huebner, Dwayne – Journal of Curriculum Studies, 2023
"Dialectic Materialism as a Method of Doing Education" - was written over 30 years ago by one of us -- Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers…
Descriptors: Nontraditional Education, Learning Theories, Epistemology, Curriculum
Daniel Talbot – Journal of Curriculum Studies, 2023
This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent…
Descriptors: Educational Theories, Learning Theories, Epistemology, Realism
Hyde, Brendan – Adult Education Quarterly: A Journal of Research and Theory, 2021
In this article, I argue that critical discourse in Mezirow's theory of transformative learning is a constructionist, ontological act that serves to support an individual's critical reflection, which, in turn, is a constructivist, epistemological act. The notion of onto-epistemology is helpful in bringing to the fore the entanglement of these two…
Descriptors: Transformative Learning, Learning Theories, Epistemology, Constructivism (Learning)
Finn, Roxanne; Phillips, Louise Gwenneth – Educational Review, 2023
Inspired by youth concerns for environmental justice and pathways forward that sustain diverse biology, we draw upon ecological psychology to theorise learning. This novel proposition, against the tide of cognitive constructivism, proffers a non-dualist paradigm more aligned with the purpose and intent of those seeking ecological justice and…
Descriptors: Youth, Activism, Climate, Ecology
Hardman, Mark – Journal of Philosophy of Education, 2019
Contemporary curricula specify the conceptual understanding that will be important for pupils in the world that they will soon inhabit. In so doing, concepts are characterised as representing the essential qualities of phenomena, the knowledge of which will be applicable in future contexts. Yet such a characterisation divorces concepts from the…
Descriptors: Educational Philosophy, Curriculum, Educational Practices, Epistemology
Hildebrandt, Frauke; Musholt, Kristina – Journal of Philosophy of Education, 2020
Human thought can be characterised as being situated in the 'space of reasons'. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we…
Descriptors: Epistemology, Educational Philosophy, Learning Processes, Learning Theories
Chen, Zhizi – Studies in Applied Linguistics & TESOL, 2023
"Variability" and "fractality," two key concepts in Complex Dynamic Systems Theory (CDST)--the former concerning changes and variations, and the latter concerning recursiveness and self-similarities--may seem contradictory at first glance. This forum piece attempts to elucidate how the two seemingly contradictory properties can…
Descriptors: Second Language Learning, Second Language Instruction, Learning Theories, Systems Approach
Natalie M. Fletcher – Analytic Teaching and Philosophical Praxis, 2021
Michael Polanyi famously stated that "we can know more than we can tell," but is it possible to know more than we imagine? Or, on the contrary, does imagining play a role in elucidating what we feel we know but cannot fully express? In this article, the author argues that imagining can elucidate knowledge by helping us to name and color…
Descriptors: Philosophy, Epistemology, Phenomenology, Imagination
Paul Christian Dawkins Ed.; Amy J. Hackenberg Ed.; Anderson Norton Ed. – Research in Mathematics Education, 2024
The book provides an entry point for graduate students and other scholars interested in using the constructs of Piaget's genetic epistemology in mathematics education research. Constructs comprising genetic epistemology form the basis for some of the most well-developed theoretical frameworks available for characterizing learning, particularly in…
Descriptors: Mathematics Education, Educational Research, Piagetian Theory, Learning Processes
Banihashem, Seyyed Kazem; Macfadyen, Leah P. – Canadian Journal of Learning and Technology, 2021
Which learning analytics (LA) approach might be the best choice for your teaching and learning context? Learning analytics as a field of research and application seeks to collect, analyze, report, and interpret educational data with the goal of improving teaching and learning. But hasty adoption of learning analytics tools and methods that are…
Descriptors: Learning Analytics, Instructional Design, Learning Theories, Theory Practice Relationship
Galkowski, Stanislaw; Kazmierczak, Pawel – Educational Theory, 2021
The aim of this article is to explore Georg Simmel's concept of the blasé attitude and to contrast it with the notion of intelligent teachability, derived from Aristotelian-Thomistic tradition. Here, Stanislaw Galkowski and Pawel Kazmierczak view these two accounts through the lens of contemporary virtue epistemology, which helps to demonstrate…
Descriptors: Educational Philosophy, Learning Theories, Epistemology, Educational Theories