Learning, teaching and learning to learn: some epistemological perspectives

2002 ◽  
pp. 101-125
Keyword(s):  
Teaching And Learning ◽  
Learning To Learn ◽  
Epistemological Perspectives

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

Students’ perception on developing conceptual generic skills for business

2017 ◽  
Vol 47 (4) ◽  
pp. 490-505 ◽  
Author(s):  
Constantin Bratianu ◽  
Elena-Madalina Vatamanescu
Keyword(s):  
Teaching And Learning ◽  
Classical Approach ◽  
Learning To Learn ◽  
Generic Skills ◽  
Content Type ◽  
Core Skills ◽  
Learn By Doing ◽  
New Type ◽  
New Perspective ◽  
Undergraduate Programs

Purpose The classical approach of teaching and learning mostly based on knowledge transfer is questionable as knowledge life cycle is shortening and new type of jobs appear every day with new knowledge request. In this vein, the purpose of this paper is to investigate how to switch the focus from learning knowledge to learning generic skills liable to help future professionals to think and learn by doing. Design/methodology/approach The research is based on a 30-item questionnaire that was addressed to over 500 students involved in management and business undergraduate and graduate programs from two well-reputed Romanian universities. Three hundred and forty questionnaires were filled in and processed using SPSS, version 19. Additionally, a factorial analysis was performed, with a view to extract the most important factors that are involved in developing generic skills in university programs. Findings Results demonstrate that most of the students from the undergraduate programs prefer the classical approach – less implication and responsibility in doing a harder conceptual work – while most students from the master programs are open to the new perspective of learning to learn, namely, to developing generic skills. Research limitations/implications In the new turbulent business landscape, universities face a significant change in teaching their students. Although the research adds to the value of the extant literature on generic skills (also known as core skills), it is mainly focused on a Romanian sample, thus reflecting a context-based perspective. Originality/value The current study provides a preliminary insight into the perception of Romanian students about developing generic skills and into their readiness to assume the role of main actors in the learning process.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

scholarly journals PENERAPAN MEDIA PEMBELAJARAN MELALUI MEDIA DISPLAY UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PPKN KEANEKARAGAMAN SUKU BANGSA KELAS 4 DI SEKOLAH DASAR

2022 ◽  
Vol 7 (02) ◽  
pp. 581-586
Author(s):  
Sindy Wulandari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Ethnic Groups ◽  
Learning Process ◽  
Ethnic Diversity ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Learning Objectives ◽  
Learning To Learn ◽  
Teachers And Students

Learning media is a tool that is used as a support for the implementation of learning to learn to learn to learn, ranging from book sources to other media, and researchers also provide learning media in the form of display board media to 4th grade students in SDN Panunggulan 2 as a learning media tool so that learning can run effectively. The display media itself is a medium that can be used to display images such as posters, and other small objects that are three-dimensional with this also as a support for student learning so that students can be used in learning and also seen directly by students. Therefore, researchers provided a media display in the form of this image to the 4th class on the material of ethnic diversity in Indonesia because in the material is still low learning results about VAT material diversity of ethnic groups in Indonesia and.the use of this media aims to help teachers and students in improving learning outcomes. Learning outcomes are changes in students including their behavior in real terms that are done through the teaching and learning process that is in accordance with the learning objectives and with the learning outcomes teachers are able to see the development that has been owned by the student.

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

Do Teachers Facilitate the Strategies their Pupils Need?

2017 ◽  
Vol 12 (1) ◽  
pp. 1-11
Author(s):  
Ivana Hrozková
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning To Learn ◽  
Unique Role ◽  
Language Curriculum ◽  
Strategic Teaching ◽  
Study Results ◽  
Learner Strategies

AbstractLearner strategies play an important and unique role in second or foreign language teaching and learning. Knowledge of effective steps and techniques helps pupils reach better study results and become more independent and autonomous learners. The role of a teacher shifts and changes in autonomous learning; rather than a teacher, he or she is a consultant, helper and facilitator of learner strategies. The study brings an insight into strategic teaching of 13 Czech teachers who taught 202 pupils with completed primary education and who also focused on the strategies teachers facilitate, but their pupils do not apply. The study aims at a model of strategy facilitation which helps teachers implement strategy-based teaching into a foreign language curriculum. The article also aspires to address teachers of different subjects as giving advice on learning to learn plays a vital role in teaching. Furthermore, learner strategies are an important part of competence to learn, which helps teachers to understand why some learners are more successful than their peers.

Learn in Your Avatar

2013 ◽  
pp. 78-88
Author(s):  
Mimma Sayuti Mat Khalid ◽  
Raja Maznah Raja Hussain
Keyword(s):  
Adult Learners ◽  
Learning Curve ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Learning To Learn ◽  
Steep Learning Curve ◽  
Self Reflection ◽  
Knowledge Framework

A Malaysian Smart School document has vividly described components that will make up future classrooms in 2020. Nonetheless, such components can currently be implemented using Virtual Worlds (VW), specifically Multi-User Virtual Environment (MUVE). Integrating virtual worlds effectively in teaching and learning can be very daunting, especially when the tool requires a steep learning curve on the part of the teacher. This chapter aims to describe a teacher’s journey of integrating Virtual Worlds or MUVEs in her teaching and learning, both for adult learners and Malaysian secondary school. The technology integration is based on continuous self-reflection of TPACK (Technological, Pedagogical and Content Knowledge) framework. The description will include the strategies used in learning to learn; learning to teach in virtual worlds; and also lessons learned during the learning process of using the technology.

The Early Literacy Project: Connecting across the Literacy Curriculum

1995 ◽  
Vol 18 (4) ◽  
pp. 253-275 ◽  
Author(s):  
Carol Sue Englert ◽  
Art Garmon ◽  
Troy Mariage ◽  
Mary Rozendal ◽  
Kathi Tarrant ◽  
...  
Keyword(s):  
Early Literacy ◽  
Teaching And Learning ◽  
Literacy Program ◽  
First Year ◽  
Proximal Development ◽  
Learning To Learn ◽  
Literacy Curriculum ◽  
Teachers And Students ◽  
Literacy Communities ◽  
Responsive Instruction

Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups of learners: students of control teachers, students of first-year teachers, and students of second-year teachers. The results clearly indicated the effects of the integrated literacy program on students' reading and writing performance, especially the students of the most experienced teachers. Possible explanations for these findings are discussed.

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