Cognitive learning and reasoning models applied to biomedical engineering

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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When Students Learn Better: Physical Education Teachers and Their Students Perceptions Employing the Cognitive Learning Instructional Model

PsycEXTRA Dataset ◽

10.1037/e548052012-273 ◽

2007 ◽

Author(s):

Marina I. Salvara ◽

Jozsef Bognar ◽

Balazs Fugedi

Keyword(s):

Physical Education ◽

Cognitive Learning ◽

Physical Education Teachers ◽

Instructional Model

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Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

Edugama: Jurnal Kependidikan dan Sosial Keagamaan ◽

10.32923/edugama.v5i2.972 ◽

2019 ◽

Vol 5 (2) ◽

pp. 104-111

Author(s):

Dian Puspita Eka Putri

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Multimedia Learning ◽

Cognitive Learning ◽

Field Studies ◽

Research Subjects ◽

School Students ◽

Increase Student Achievement ◽

Post Test ◽

Test Result

This study aims to review the effectiveness of using android-based multimedia learning to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result than before not using multimedia learning. Posttest value is greater than pretest.

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