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This Concept Map, created with IHMC CmapTools, has information related to: ETEC 512 Content -Draft 4, Subsumption, Superordinate Learning Progresive Differentiation, Integrative Reconciliation, Obliterative Subsumption and Advance Organizers and Guided discovery and creativity, network theory incorporating principles of knowledge capacity potential rather than current knowledge, Stages in development which are not dependent on age and growth depends on Interaction between genetic predispositions and experience, social negotiation: providing for social interaction similar to Vygotsky Language (iconicity), sociocultural interactions (behavioural approval) are the central factors in development and learning, internal media and external media, Higher levels of thinking can be reached by way of disequilibrium, during which a child must choose between two conflicting schemata therefore In order for learning to take place, Piaget says so must disequilibrium, A joint enterprise ???? Mutual engagement, microworlds and hypermedia and collaborative learning, new constructions of knowledge/concepts when under the following conditions complex, relevant learning environment, real-life, practical learning which is part of CoP and Participation changes over time as participants progress within the community, the transformative relationship between individuals and artifacts unlike DC attempts to understand the relationship/coordination between individual-artifacts, cultural factors compares to Vygotsky's socio-cultural approach Language (iconicity), sociocultural interactions (behavioural approval) are the central factors in development and learning, Social Cognitive Theory developed by Bandura, new constructions of knowledge/concepts when under the following conditions self-awareness of process is nurtured, prior knowledge, models and inquiry to foster discovery gave rise to Inquiry Teaching, Teaching students to remember verb endings with patterns, rhymes and rhythms and By rote memorization, repetition, and frequent quizzes (reward/punishment), Implications for educational systems such as Cognitive Apprenticeships, Social Approaches as respresented by Situated Cognition, The best way to study child development is through child-in-activity-in-cultural-context because Language and culture in context lead to development of a child, Soviet cutural-historical psychology; Leont'ev (Vygotsky and Luria) see Vygotsky's Socio-cultural approach The best way to study child development is through child-in-activity-in-cultural-context