Search results for "Learning theory"
showing 6 items of 216 documents
MOTIVACIÓN Y ESTILO ATRIBUCIONAL SOBRE EL RENDIMIENTO ACADÉMICO EN EDUCACIÓN INFANTIL
2016
El presente trabajo tiene como objetivo examinar el poder predictivo de variables del sistema motivacional sobre las habilidades iniciales de lectura y matemáticas en una muestra de niños de Educación Infantil. Participaron 209 preescolares (5-6 años) y sus maestros. Se evaluaron las habilidades matemáticas de conteo, conocimiento de los números, cálculo y resolución de problemas. Para determinar el rendimiento en lectura se administraron tareas de identificación de letras y de lectura de palabras. Respecto al sistema motivacional, se analizaron las variables de competencia-motivación, atención-persistencia y actitud hacia el aprendizaje, así como las dimensiones de internalidad, globalida…
Individual Creativity and Career Choices of Pre-teens in the Context of a Math-Art Learning Event
2021
A sample of 392 students (aged 12-13 years, M± SD: 12. 52% girls) completed a learning module integrating informal hands-on mathematics and arts activity (extending STEM to STEAM). Within a 140 minute workshop period participants worked with commercially available ‘4Dframe’ Math and STEAM learning toolkits to design and create original, personal and individual geometrical structures. Two science pedagogues acted as tutors supervising the process and intervened only when needed. A pre-/post-test design monitored individual creativity, relative autonomy, and career choice preference. Path analysis elaborated the role of creativity (measured with two subscales: act and flow), and it showed tha…
Me and my English : a material package promoting self-assessment in the primary school
2010
Itsearviointi on tärkeä osa oppimista ja se mainitaan myös opetussuunnitelmassa. Oppikirjojen tarjoamat itsearviointitehtävät eivät aina kuitenkaan palvele tarkoitustaan koska ne ovat usein yksinkertaisia ja samanlaisia keskenään, ja näin ollen oppilaat ja opettajat eivät aina koe niitä hyödyllisiksi. Itsearviointi on kuitenkin tärkeä taito, jota pitäisi opettaa myös alakoulussa. Itsearviointi on myös osa elinikäistä oppimista. Englannin oppimisen itsearviointi tulisi aloittaa samaan aikaan kuin englannin opiskelukin. Tämän materiaalipaketin tarkoitus on tarjota monipuolinen ja kiinnostava materiaali oppilaiden itsearviointitaitojen kehittämiseen. Teoreettisessa viitekehyksessä käsitellään …
Stability of stochastic nonlinear systems with state-dependent switching
2013
In this paper, the problem of stability on stochastic systems with state-dependent switching is investigated. To analyze properties of the switched system by means of Itô’s formula and Dynkin’s formula, it is critical to show switching instants being stopping times. When the given active-region set can be replaced by its interior, the local solution of the switched system is constructed by defining a series of stopping times as switching instants, and the criteria on global existence and stability of solution are presented by Lyapunov approach. For the case where the active-region set can not be replaced by its interior, the switched systems do not necessarily have solutions, thereby quasi-…
To correct or to cooperate : Mediational processes and L2 development
2018
The present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or…
Project-Based Learning: A Case for Situated Translation
2006
The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.