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Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained. [1][2] Behaviorists look at learning as an aspect of ...
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
Instructional theory. An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." [1] It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. [2]
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. [1] Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Nudge theory is a concept in behavioral economics, decision making, behavioral policy, social psychology, consumer behavior, and related behavioral sciences [1][2][3][4] that proposes adaptive designs of the decision environment (choice architecture) as ways to influence the behavior and decision-making of groups or individuals.
Intergroup contact theory states that interracial contact will only improve race relations if ethnic groups are of equal status, pursue a common goal of mutual interest for groups, and are sanctioned by institutions. [3] Another model that utilizes positive education in school is the response to intervention model. Response to intervention is a ...
The Berlin Model ( German: Berliner Modell) was developed by Paul Heimann (1901–1967) and is also known as the “Teaching-learning theory of education" ( German: lehr-lern-theoretische Didaktik) in order to distinguish it from the "developmental education theory" ( German: bildungstheoretische Didaktik) of Wolfgang Klafki.
Educational neuroscience (or neuroeducation, [1] a component of Mind Brain and Education) is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education.