Cognitive Science in Education and Alternative Teaching Strategies

• Main Author: Boris Abersek, Andrej Flogie, Metka Kordigel Abersek, Magdalena Sverc
• Format: eBook
• Language: English
• Published: Newcastle-upon-Tyne Cambridge Scholars Publishing 2017
• Edition: 1
• Subjects: Cognitive science; Education; Learning, Psychology of

Cognitive science deals with such questions as 'How do we think?' and 'How do we learn, memorize, dream?'. It tackles the subject of human mentality by connecting discoveries from a range of disciplines that shed light on cognitive occurrences and the learning process. Cognitive...

Table of Contents:

• Chapter Nineteen -- Comparisons of the Results of the Paper-based and Computer-based Assessments in the PISA 2012 Study -- Socio-economic and Cultural Background of Differences in Scores between the Paper-based and Computer-based Assessments -- Chapter Twenty -- Chapter Twenty-One -- General Attitudes toward the Project and Deployment of ICT in Schools -- Pupils' and Students' Motivation for School Work -- Motivation for Reading -- ICT Competences of the Participants -- Development of Critical Thinking during Lessons -- Cooperative Work -- Individualization of Lessons -- Analysis of Teachers' Focus Groups and Open Questions in the Questionnaires -- Chapter Twenty-Two -- Introduction -- Review of Researches on the Integration of ICT in Teaching -- Computer Literacy (Digital Competence) of Future Teachers (Pre-service Teachers) in Slovenia -- The Inclusion of Innovative Pedagogy Concepts into the Education Process of Future Teachers -- Summary -- Part VI: Conclusion and Recommendation for Future -- Summary of Theoretical Background -- How to Teach -- Critical Thinking -- ONLINE Reading/Learning Competence -- From Theory to Practice -- Some Conclusions and Recommendations -- School Curricula -- Examples of Promising Practice -- Train the Trainer - Feedback (or what we have learned) -- Organization of Implementation -- References -- Index
• Intro -- Table of Contents -- Preface -- Acknowledgment -- Introduction -- Part I: How We Learn and Teach -- Chapter One -- Social Levels -- From Social to the Psychological Level -- Chapter Two -- Competency Development -- Chapter Three -- Developing Concept of Teching and Learning -- Topics in Learning with Technology -- How does Learning with Technology Work? -- Chapter Four -- Learning and Development -- Perception and Action -- Philosophy of Mind -- Computer Science -- Psychology -- Chapter Five -- Learning and Memory -- The Organisation of Memory -- Working Memory -- Long-term Memory -- Can We Improve Memory? -- Educational Neuroscience -- Chapter Six -- New Paradigm -- Neuroscience and Education -- Challenges to Cognitive Neuroscience Education -- Transforming Challenges into Opportunities -- Chapter Seven -- Revised Bloom's Taxonomy (RBT) -- Problem-based Learning -- Project-based Learning -- Brain Based Learning Strategy -- Experience-based Systems -- AI Based Learning Technigues -- Technology-Enhanced Learning -- Reinforcement Learning -- Instance-based Learning -- Educational Environment - Tutoring Educational Systems -- Chapter Eight -- The Development of Intelligent Tutoring Systems -- The Modular Structure -- Building Blocks -- Learning Steps -- Knowledge Assessment and Grading -- Variables and Metadata -- Pilot TECH8 ITS Model -- System for Collecting Metadata and Variables -- A Sample of a Learning Step Gear used in the Pilot Model -- Summary -- Part II: Reading in the Pedagogical Concept - 1:1 -- Chapter Nine -- Positive Effect of Long-term Activities in Front of a Computer Screen -- Negative Effect of Long-term Activities in Front of a Computer Screen -- Reading and Reading Curriculum in the School, Tailored to Homo zappiens -- Chapter Ten -- Prior Knowledge -- Inferential Reasoning -- Metacognition (Self-regulation)
• Emotional Variables, Connected to Efficiency and Motivation -- Chapter Eleven -- PDF -- Closed Hypertexts -- Understanding Informational, Interpretive, and Displayable Texts on the World Wide Web -- Prior Knowledge in the Process of Understanding Online Texts -- Prior Knowledge Connected to Electronic Devices -- Inferential Reasoning in the Process of Understanding Online Texts -- Metacognition/Self-regulating Processes in the Process of Understanding Online Texts -- Chapter Twelve -- And the Results? -- Summary -- Part III: Critical Thinking between Theory and Practice -- Chapter Thirteen -- Introduction -- What is Critical Thinking? -- What is a Thought Experiment? -- Conclusion -- Chapter Fourteen -- Introduction -- Meaning and Benefits of Critical Thinking in the Educational System -- Critical Thinking when Teaching, Learning, and Practicing Ethics -- Teaching, Learning and Practicing Ethics with Thought Experiments and Critical Thinking -- Summary -- Part IV: Findings and Practice of Innovative Pedagogy -- Chapter Fifteen -- Competences in Education -- Digital Competences -- Methodology -- Development of Modern School Curricula -- Comprehensive Implementation of the E-portfolio into the Innovative School -- Project Participants' Roles -- Familiarisation of Students with the Mahara Environment -- Elements of Formative Monitoring -- Setting the Goals -- Establishing the Prior Knowledge -- Strategy Planning -- Findings and Conclusion -- Chapter Sixteen -- Introduction -- What is an Example of Promising Practice? -- Collecting and Selection -- Conclusion -- Chapter Seventeen -- Introduction -- Teacher Training Planning -- Training Implementation -- Feedback (or what we have learned) -- Chapter Eighteen -- Appropriate Infrastructure as a Precondition for Successful Work -- Summary -- Conclusions and Findings -- Part V: Research Findings