Difference between revisions of "Annotation:Text:Conceptual Models in Educational Research and Practice/E4bkkdkp7c"
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|AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | |AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | ||
| − | |LastModificationDate=2019-06-11T19:13: | + | |LastModificationDate=2019-06-11T19:13:37.625Z |
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| − | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"E4bkkdkp7c","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","endOffset":917°Ӻ,"quote":"The notion that learning can be modelled as a process of active self-organization has been developed independently in the fields of cognitive psychology and cybernetics (the discipline that investigates communication and control). From this perspective, the construction of models that “simulate the reality” of the learning organism becomes vastly more important than it was in the traditional learning theory where the learner was simply a passive entity whose responses were more or less mechanistically determined by external stimuli (Skinner, 1977). In retrospect it is indeed puzzling how radical behaviorists, either in psychology or in education, could live for so long with the peculiar contradictory notion that they, as experimenters or teachers, were free to make choices as to what their subjects should be doing, whereas the subjects were considered to be wholly stimulus-determined reactive entities.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":" | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"E4bkkdkp7c","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","endOffset":917°Ӻ,"quote":"The notion that learning can be modelled as a process of active self-organization has been developed independently in the fields of cognitive psychology and cybernetics (the discipline that investigates communication and control). From this perspective, the construction of models that “simulate the reality” of the learning organism becomes vastly more important than it was in the traditional learning theory where the learner was simply a passive entity whose responses were more or less mechanistically determined by external stimuli (Skinner, 1977). In retrospect it is indeed puzzling how radical behaviorists, either in psychology or in education, could live for so long with the peculiar contradictory notion that they, as experimenters or teachers, were free to make choices as to what their subjects should be doing, whereas the subjects were considered to be wholly stimulus-determined reactive entities.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","category":"WissenschaftlicheReferenz2","data_creacio":1560273186687° |
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Latest revision as of 18:13, 11 June 2019
| Referenztyp: | Theorie |
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| Annotation of | Text:Conceptual_Models_in_Educational_Research_and_Practice |
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| Annotation Comment | |
| Last Modification Date | 2019-06-11T19:13:37.625Z |
| Last Modification User | User:Sarah Oberbichler |
| Annotation Metadata | ^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"E4bkkdkp7c","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ16Ӻ","endOffset":917°Ӻ,"quote":"The notion that learning can be modelled as a process of active self-organization has been developed independently in the fields of cognitive psychology and cybernetics (the discipline that investigates communication and control). From this perspective, the construction of models that “simulate the reality” of the learning organism becomes vastly more important than it was in the traditional learning theory where the learner was simply a passive entity whose responses were more or less mechanistically determined by external stimuli (Skinner, 1977). In retrospect it is indeed puzzling how radical behaviorists, either in psychology or in education, could live for so long with the peculiar contradictory notion that they, as experimenters or teachers, were free to make choices as to what their subjects should be doing, whereas the subjects were considered to be wholly stimulus-determined reactive entities.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","category":"WissenschaftlicheReferenz2","data_creacio":1560273186687°
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