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相关概念视频

Cognitive Learning01:21

Cognitive Learning

239
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
239
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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相关实验视频

Updated: Jun 28, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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通过创新的翻转学习指导项目研讨会探索教育转型.

Chaya Gopalan1,2, Patricia A Halpin3, Athavan Alias Anand Selvam4

  • 1Department of Applied Health, School of Education, Health and Human Behavior, Southern Illinois University Edwardsville, Edwardsville, Illinois, United States.

Advances in physiology education
|April 18, 2024
PubMed
概括
此摘要是机器生成的。

创新翻转学习指导项目 (IFLIP) 成功引导STEM教师采用翻转教学 (FT). 教师表现出持续的热情和意图整合FT,提高学生的理解和教育质量.

关键词:
创新的翻转学习项目翻转了教学翻转了教学.研讨会是一个研讨会.

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科学领域:

  • 教育技术的教育技术
  • 在STEM教育方面.

背景情况:

  • 翻转课堂模式将内容交付转移到课外,使用课堂时间进行积极的学习.
  • 创新翻转学习指导项目 (IFLIP) 旨在将翻转教学 (FT) 整合到STEM课程中.
  • 为了支持这一教学转型,在四年内进行了教师发展研讨会.

研究的目的:

  • 评估FT对STEM教育教学实践的影响.
  • 探索FT在增强学生参与和理解方面的有效性.
  • 制定一个框架,在多个机构实施FT,并评估教师的经验.

主要方法:

  • 在四年内进行教师发展研讨会.
  • 一个研讨会,让参与者分享经验和发现.
  • 一个研讨会后的调查,以衡量教师的采用和对FT的满意度.

主要成果:

  • 四年一度的研讨会促进了合作和传播FT经验.
  • 调查结果表明,高级教师打算继续并采用FT (93%计划整合).
  • 90%的参与者获得了新的信息,91%的人会向同事推FT.

结论:

  • 翻转教学 (FT) 对教育工作者产生了变革性的影响,深化了学生的概念理解.
  • IFLIP项目证明了FT在STEM教育中的成功整合和持续采用.
  • 高等教育是提高高等教育质量的重要教学方法.