Abstract
This chapter is concerned with learning mechanisms in specialised environments and this calls for an engagement with learning theories. The focus of this chapter then is on learning and this is contextualised in relation to learning theories (i.e. behaviourist, phenomenological, cognitivist, constructivist and materialist), learning models (i.e. assessment for learning, observation, coaching, goal-clarification, mentoring, peer-learning, simulation, instruction, concept-formation, reflection, meta-cognitive learning, problem-solving, and practice) and the many-faceted components of learning environments (i.e. the simulation of the learning object, the representational mode of the object, the amplification of pedagogic resources, control in the pedagogic relationship, progression or relations with other learning objects over time (curriculum integration), relations with other people in the learning process, the organisation of time and pace of development (temporal relations), the type of pedagogic text and the evaluative mode).
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Scott, D. (2017). Learning Environments. In: Education Systems and Learners. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59884-4_4
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DOI: https://doi.org/10.1057/978-1-137-59884-4_4
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