Learning Principles
In past decades, educational research has put major efforts into the development and evaluation of ‘modern’ learning environments which are characterized by an emphasis on (structured) self-directed learning, the acquisition of insightful, conceptual, knowledge, and collaborative learning. They also embed the content in a (multimodal and multi-representational) realistic context (Mayer, 2001). The current chapter focuses on the representation of learning materials in relation to the functioning of the brain, the role of cognitive load in learning, the role of implicit learning, characteristics of insightful knowledge, higher order skills associated with (structured) self-regulated learning and learning in social situations through observation and imitation. Though the latter may also be considered an aspect of collaborative learning, to our knowledge, collaborative learning is an aspect from contemporary educational theories that has not yet been addressed by neuroscientific research.
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Notes
- 1.
In this volume, basically three techniques for measuring brain activity are mentioned. fMRI (Functional magnetic resonance imaging) is a neuroimaging technique that registers changes in blood flow and blood oxygenation in the brain (haemodynamic response) related to neural activity. fMRI’s are acquired in an fMRI scanner. PET (Positron Emission Tomography) images of the brain are also taken in a scanner and also images blood flow in the brain. In PET, a radioactive isotope must be injected into the blood stream. EEG (Electroencephalography) measures electrical activity produced by the brain via electrodes that are placed on the scalp. EEG measurement has a higher temporal resolution than fMRI and PET, and, in contrast to fMRI and PET techniques, EEG allows for data acquisition in natural settings.
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de Jong, T. et al. (2009). Learning Principles. In: Explorations in Learning and the Brain. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-89512-3_2
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DOI: https://doi.org/10.1007/978-0-387-89512-3_2
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