-
Neuroscience had its beginnings prior to the 20th century.
Neuroscience1900 –Sigmund Freud publishes The Interpretation of Dreams -
Period: to
Education
Work in progress -
Behaviorism learning theory
Behaviorism TheoryJohn B. Watson, an American psychologist,. is generally given credit for creating and popularizing the term behaviorism with the publication of his seminal 1913 article "Psychology as the Behaviorist Views It." -
Piaget’s developmental psychology
Piaget PsychologyAfter watching many children, he felt that all children went through a series of four stages in the same order -
Control theory dates back to the mid 18th century
Control TheoryIn 1922 Minorsky introduced his three-term controller for the steering of ships, thereby becoming the first to use the PID controller. He considered nonlinear effects in the closed-loop system. -
Americans Develop Original Theory
Original TheoryOne of the most significant educational events of the era was the publication in 1916 of John Dewey's "epoch-making" volume Democracy and Education. According to educational historian Edward Reisner in Twenty-Five Years of American Education (1924), more educational progress occurred in the decade 1910 to 1919 "than in any period of equal length during our history as a nation and, perhaps, than in all the years of our history preceding -
The Educational Theory of Alfred North Whitehead
Educational theoryTheory of value: What knowledge and skills are worthwhile learning? Theory of knowledge: What is knowledge? How is it different form a belief? -
Basic law of learning
Basic law of learingBut later on in 1932 he modified his earlier law of effect as that satisfaction strengthens boned but annoyance does not weakens it. -
Groups, experiential learning and action research
Groups, Experiential learning and ResearchInterdependence of fate. Here the basic line of argument is that groups come into being in a psychological sense ‘not because their members necessarily are similar to one another (although they may be); rather, a group exists when people in it realize their fate depends on the fate of the group as a whole’ (Brown 1988: 28). This is how Lewin (1946: 165-6) put it when discussing the position of Jews in 1939 -
Social interdependence and cooperative learning theory.
Social Interdepence and Cooperative learningBuilding on the principles of gestalt psychology, Kurt Lewin (1935, 1948) proposed that the essence of a group is the interdependence among members that results in the group being a dynamic whole so that a change in the state of any member or subgroup changes the state of any other member or subgroup. -
Curriculum theory and practice
Curriculum Theory and PracticeIt is the work of two American writers Franklin Bobbitt (1918; 1928) and Ralph W. Tyler (1949) that dominate theory and practice within this tradition. -
Operant conditioning
Operant conditioningOperant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of theories of learning (see Skinner, 1950) -
Law of contiguity
Law of ContiguityGuthrie's law of contiguity states that a combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement (Guthrie, 1952). -
Cognitive learning theory
Cognitive LearningSince the 1960's cognitivism has provided the predominant perspective within which Learning Research has been conducted and theories of learning have evolved. -
Right brain/left brain learning style.
Right brain/Left brain LearningThe concept of right brain and left brain thinking developed from the research in the late 1960s of an American psychobiologist Roger W Sperry. -
Discovery learning
Discovery LearningJerome Bruner said that knowing is a process and so his work focused on the importance of understanding the structure of a subject being studied, the need for active learning as the basis for understanding, and the importance of reasoning in learning -
Learning style inventory
Learning style inventoryIn 1971 David Kolb developed the Learning Style Inventory (LSI) to assess individual learning styles. -
Experiential Learning
Experiential LearningRogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). -
Observation(Social) learning theory.
Observational (Social) Learning.Observational or social learning is based primarily on the work of Albert Bandura. -
Social Development Theory
Social development TheoryThe major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. -
Multiple Intelligences theory
Multiple IntelligenceThe theory of multiple intelligences was proposed by Howard Gardner in 1983 to analyze and better describe the concept of intelligence. . -
Constructivism learning theory
Constructivism Theory Constructivism really got its start in the late 1980s. But many people did not know how to label what they were doing. -
Situated learning theory.
Situated Learning TheoryLave & Wenger (1991) call the process of "legitimate peripheral participation." Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated). Situated Learning is emerging as a learning theory that is particularly relevant to teaching. -
Anchored instruction learning theory
Anchored instruction learning theoryGlaser and Prestidge (1995) suggest technologies useful for delivering anchored modules will include affordances for students to segment and chunk data from the presented "stories" or problems. -
Cognitive Flexibility Theory
Cognitive Flexibility theoryCognitive flexibility is the ability to restructure knowledge in multiple ways depending on the changing situational demands (i.e. difficulty or complexity of the situation) (Spiro, 1995). -
Connectivism. Learning or instructional theory?
Cognitivism Learning or Instructional theoryLearning Theory or Pastime for the Self-Amused? -
Differentiated instruction.
Differentiated LearningOn a simple level, differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.
