自我传播
心理学
人际交往
概念框架
认知
教育心理学
认知科学
认识论
社会心理学
教育学
哲学
神经科学
作者
Michael J. Jacobson,Manu Kapur,Peter Reimann
标识
DOI:10.1080/00461520.2016.1166963
摘要
This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research. We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels—including neuronal, cognitive, intrapersonal, interpersonal, cultural—in which there are feedback interactions within and across levels of the systems so that collective properties arise (i.e., emerge) from the behaviors of the parts, often with properties that are not individually exhibited by those parts. We analyze the long-running cognitive versus situative learning debate and propose that a complex systems conceptual framework of learning (CSCFL) provides a principled way to achieve a theoretical rapprochement. We conclude with a consideration of more general implications of the CSCFL for educational research.
科研通智能强力驱动
Strongly Powered by AbleSci AI