Bücher der Reihe Advances in Learning and Instruction Series

Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. It addresses topics such as: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching.

Once the basics of hypertext had spread around the world via the Internet it became the subject of research. These papers analyse the educational effects of producing it.

Examines how knowledge is socially constructed and shared through discursive interactions within the classroom community. This book discusses the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggests how teachers can create an effective learning partnership to stimulate children.

The central argument that Leslie Smith makes in this study is that reasoning by mathematical induction develops during childhood. The basis for this claim is a study conducted with children aged five to seven years in school years one and two.

Part of "Advances in Learning and Instruction Series", this book provides a comprehensive and coherent perspective on the processes and outcomes of a meaningful and worthwhile educational experience in adult and higher education. It discusses the core concepts of responsibility and control.

Brings together the research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. This book addresses four main themes that include traditional cognitive views on knowledge acquisition and socioconstructionist perspectives.

Aims to collect papers on learning declarative knowledge and problem solving skills that involve multiple representations such as graphical and mathematical representations, knowledge at different levels of abstraction. This book covers approaches to this topic from different perspectives: educational, cognitive modelling and machine learning.

This volume provides a platform for discussing theoretical and methodological developments in the field of motivation research related to learning and instruction. It highlights how motivation research is reaching out beyond its own traditional domain of study.

Celebrates Erik De Cortes' scientific career in the international scientific field of instructional psychology. This book addresses the core topics of the learning sciences from a diversity of perspectives. Its sixteen chapters are grouped into 6 sections, including: Learning and Development; Learning and Assessment; and, Learning and Technology.

Presents the collective output of a European research network, coordinated by the Center for Instructional Psychology and Technology of the University of Leuven. This work focuses on unravelling and identifying basic component and dimensions of powerful learning environments.

Provides a discussion of the relationship between higher education and working life from three different perspectives: society, higher education and the world of work. Divided in three sections, it discusses the interplay between education and work both from the societal point of view and from the pedagogical perspective.

Offers an analysis of complexity in learning environments from a cognitive perspective. This book makes specific suggestions for educational practice on complexity. It discusses theoretical accounts and empirical findings about learning, the learner, and learning environments.

Focuses on the human learning, reasoning and thinking, and the different sites in which these activities take place. This book addresses the nature of the influence of technology on learning, stressing especially on information technology and how it can influence any type of learning situation.

Research on collaborative learning is a very popular topic in education, psychology and computer science. This book aims to serve as a contribution towards refining and operationalizing the concept of collaborative learning.

The authors examine theories and models that help to understand individual and social aspects of processes of learning, development of expertise, knowledge creation, and innovation. These processes are studied both in the contexts of education and work, and are illuminated with numerous examples, and interview data.

Based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France, this volume presents an overview of research issues related to multimedia usage considered from cognitive and instructive perspectives.

Opens up theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. This book draws on a range of ideas developed within constructivistic, socio-cultural and activity theory.

Examines the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. This book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children.