| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910416101903321 |
|
|
Autore |
Woolcott Geoff |
|
|
Titolo |
Reconceptualising Information Processing for Education / / by Geoff Woolcott |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2020 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2020.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (177 pages) : illustrations |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Learning, Psychology of |
Education - Philosophy |
Educational sociology |
Education - History |
Instructional Psychology |
Educational Philosophy |
Sociology of Education |
History of Education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Chapter 1. Learning and Memory in Modern Cognitive Psychology and Integrative Biology -- Chapter 2. Modern Cognitive Psychology and Learning and Memory Processes -- Chapter 3. Modern Integrative Biology and Learning and Memory Processes -- Chapter 4. Connections Between Studies of Human Learning and Memory Processes in Modern Cognitive Psychology and Integrative Biology -- Chapter 5. Contributions of Modern Cognitive Psychology and Integrative Biology to Educational Theories and Practices -- Chapter 6. Placing Human Learning and Memory in a Broad Context -- Chapter 7. A Broad View of Information Processing Systems -- Chapter 8. Universal Information Processing Systems and System-wide Learning and Memory -- Chapter 9. The Universal Information Processing System and Educational Theories and Practices -- Chapter 10. Universal Information Processing Systems, Generalised Educational Principles and Generalised Cognitive Processes. |
|
|
|
|
|
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This book presents a novel conceptualisation of universal information processing systems based on studies of environmental interaction in both biological and non-biological systems. This conceptualisation is used to demonstrate how a single overarching framework can be applied to the investigation of human learning and memory by considering matter and energy pathways and their connections. In taking a stance based on everyday interactions, as well as on scientific practices, the conceptualisation is used to consider educational theories and practices, exemplified by the widely cited cognitive load theory. In linking these theories and practices more closely to scientific thinking, the book embraces an holistic approach to informational interactions, not limited to conceptualisations of pattern, signal or meaning. The book offers educational researchers and educators an opportunity to re-think their approach to instruction – to take all facets of student learning environments into account in increasing human knowledge, skills and experiences across society. |
|
|
|
|
|
|
|
| |