Review of Interdisciplinary Approaches to Learning Disorders: A Symposium by Thirteen Contributors.

1971 ◽  
Vol 16 (4) ◽  
pp. 265-265
Author(s):  
DAVID ELKIND
Keyword(s):  
Approaches To Learning ◽  
Learning Disorders ◽  
Interdisciplinary Approaches

scholarly journals Primerjava dveh interdisciplinarnih, na učenca usmerjenih učnih pristopov za vpeljavo na področje matematike

Šolsko polje ◽  
2020 ◽  
Vol XXXI (3-4) ◽  
pp. 185-221
Author(s):  
Andreja Drobnič Vidic
Keyword(s):  
Educational Level ◽  
Mathematics Teaching ◽  
Research Method ◽  
Scientific Literature ◽  
Approaches To Learning ◽  
Inquiry Based Learning ◽  
Interdisciplinary Approaches ◽  
Study Participants ◽  
Educational Field ◽  
Interdisciplinary Integration

In this article, we compare two approaches to learning: inquiry-based learning (IBL) introduced recently in Slovenian mathematics education and problem-based learning (PBL) that has not often been used in this educational field. Common characteristics of both interdisciplinary approaches are emphasised and the main differences of both active and student-centred approaches are analysed. The problem triggers new statistical contents that need to be learned by students in ‘gymnasium’. We offer criticism of the non-unique translations of the two approaches in the Slovenian education sphere. A specific study of the scientific literature allows conclusions on which approach is more appropriate for mathematics in comparison to the field of science, how often these two learning fields are interdisciplinary connected and which trends emerge shown in 5-year periods. A comparison of the IBL and PBL approaches reveals differences in the educational level of inclusion, the interdisciplinary integration of fields, the research method most often used and the study participants. We list some disadvantages of this research and hope to encourage other researchers and teachers to work further in this field. Qualitative analysis of the IBL and PBL approaches revealed shortcomings in the recent inclusion of such an approach in the field of mathematics and also gives guidelines for successful interdisciplinary mathematics teaching.

The Promise of Interdisciplinary Studies

2014 ◽  
Vol 26 (1) ◽  
pp. 1-28
Author(s):  
Oskar Gruenwald ◽  
Keyword(s):  
Approaches To Learning ◽  
Interdisciplinary Studies ◽  
Human Beings ◽  
Human Flourishing ◽  
Interdisciplinary Approaches ◽  
Research Findings ◽  
New Methodologies ◽  
Teaching Learning ◽  
Modes Of Interaction ◽  
Connecting The Dots

The thesis of this essay is that interdisdplinary sudies hold special promise in achieving new scientific-technological breakthroughs and mapping more effective socio-economic, political, and cultural modes of interaction enhancing human flourishing. Universities are crucial to this endeavor in their multiple roles of teaching, learning, research, and service, educating youth and adults for meaningful careers, life, and participatory citizenship in a democracy. Higher education is, thus, a major transmission belt for culture. In the Third MilIennkim, interdisciplinary approaches to learning suggest new methodologies that seek dialogue and integration of research findings across the disciplines to overcome the compartmentalization of knowledge which hinders new discoveries in the natural sciences and "connecting-the-dots" in the social and behavioral sciences, while humanities are key to understanding the emotional, mental, and spiritual aspects of human beings. Redeeming the culture and educating the Selfie generation require the integrated knowledge and insights of all disciplines.

Error Analysis in Neuropsychological Assessment of Verbal Memory and Learning

1995 ◽  
Vol 11 (1) ◽  
pp. 21-28 ◽  
Author(s):  
Dietmar Heubrock
Keyword(s):  
Error Analysis ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Disorders ◽  
Memory And Learning ◽  
Auditory Verbal Learning Test ◽  
Additional Information ◽  
Auditory Verbal Learning ◽  
Accurate Picture ◽  
Learning Test

Performance on a German version of the Rey Auditory-Verbal Learning Test (AVLT) was investigated for 64 juvenile patients who were subdivided in 6 clinical groups. In addition to standard evaluation of AVLT protocols which is usually confined to items recalled correctly, an error analysis was performed. Differentiating between total errors (TE), repetition errors (RE), and misnamings (ME), substantial differences between clinical groups could be demonstrated. It is argued that error analysis of verbal memory and learning enriches the understanding of neuropsychological syndromes, and provides additional information for diagnostic and clinical use. Thus, it is possible to gain a more accurate picture so that patients can be appropriately retrained, and research into the functional causes of memory and learning disorders can be intensified.

Sign in / Sign up

Export Citation Format

Share Document