Instructional psychology: past, present, and future trends: Sixteen essays in honour of Erik de Corte (Advances in Learning and Instruction)

Instructional Psychology: Past, Present, and Future Trends......Page 4
Copyright page......Page 5
Contents......Page 8
Preface......Page 10
Prof. dr. dr. h. c. Erik De Corte: A Biographical Sketch......Page 12
Introduction......Page 22
Part I: Learning and Development......Page 24
Part III: Motivational and Emotional Aspects of Learning......Page 25
Part IV: Learning and Assessment......Page 26
Part V: Learning and Technology......Page 27
Part VI: Instructional and Organizational Designs for Learning......Page 28
References......Page 33
Part I: Learning and Development......Page 34
Introduction......Page 36
Curriculum Development: Struggle and Progress......Page 37
Pedagogy: Struggle and Progress......Page 42
Learning: Struggle and Progress......Page 45
Conclusion......Page 48
References......Page 49
Introduction......Page 52
The Architecture of the Human Mind......Page 53
Development......Page 56
The Domain of Quantitative Thought......Page 58
Educational Implications......Page 67
References......Page 69
Introduction......Page 72
Mathematics Learning: Transferable or Situated Knowledge......Page 75
On the Abstract Nature of Early Number Skills......Page 77
Attentional Processes and Transfer of Emerging Number Skills......Page 81
Conclusions and Discussion......Page 83
References......Page 85
The Problem of Knowledge in the Design of Learning Environments......Page 88
The Conceptual Change Approach......Page 90
The Framework Theory Approach to Conceptual Change and the Acquisition of Mathematical Knowledge......Page 92
Developing the Concept of Rational Number......Page 93
Implications for the Design of Learning Environments in Mathematics......Page 97
References......Page 100
Part II: Learning, Reasoning, and Problem Solving......Page 104
Introduction......Page 106
Sense-Making and Practices of Learning: Contextualizing Human Reasoning......Page 107
Artefacts and Reasoning......Page 109
The Study......Page 111
Results......Page 112
Discussion: The Tool-Using Intellect and the Externalization of Cognitive Processes......Page 119
References......Page 122
Introduction......Page 124
School Word Problems: A Vehicle for Acquiring an Authentic and Adaptive Mathematical Modelling Expertise?......Page 128
Superficial Versus Genuine Approaches to Mathematical Modelling......Page 129
Superficial Modelling Behaviour: In Search of Explanations......Page 133
Taking the Modelling Perspective Seriously Already at the Elementary Level......Page 134
Promises and Pitfalls of the Modelling Perspective......Page 136
References......Page 139
Part III: Motivational and Emotional Aspects of Learning......Page 144
Introduction......Page 146
Innovation in Higher Education: Poor Results?......Page 147
Components Involved in Motivated Learning......Page 150
Motivation and Volition as Integral Parts of Self-Regulation......Page 157
Interventions and Conclusions......Page 160
References......Page 161
Introduction......Page 164
Differing Levels of Conceptualising Student Learning in Context......Page 165
Techniques of Data Collection and Analysis......Page 166
Perceptions of Course Units and Approaches to Studying......Page 167
Students’ Individual Contextualisations of Their Study Situation......Page 170
Developmental, Contextual, and Biographical Aspects of Learning......Page 173
Discussion......Page 175
References......Page 179
Morality and Success: Two Interfering Worlds......Page 182
Happy Cheating: Never Be Excluded From a Group......Page 184
Cheating on Mathematics: Who Is Unhappy?......Page 185
Moral Resilience and What it Means to not Be Unsuccessful......Page 186
The Happy Victimizer: A Kind of Mirror Image......Page 189
A Developmental Psychology Perspective on the Attribution of Emotions in the Moral Sphere: A New Study......Page 190
Results of the Study......Page 192
New Questions in the Field: Different Groups of Norms in Relation to the ‘Unhappy Moralist’......Page 195
Educational Consequences......Page 197
References......Page 198
Part IV: Learning and Assessment......Page 200
Introduction......Page 202
The Complex Landscape of Educational Assessment......Page 203
Assessment as a Principled and Theory-Driven Activity......Page 206
An Agenda for Research and Development: Increasing the Educational Value of Assessments......Page 215
Concluding Comments: A Vision of the Future......Page 218
References......Page 219
Introduction......Page 224
The Assessment Culture......Page 225
Important Issues in the Assessment Culture......Page 226
New Developments......Page 231
References......Page 234
Part V: Learning and Technology......Page 240
Introduction......Page 242
The Attribution of Omnipotency to ICT......Page 245
Misleading Research......Page 247
The Other Half of the Glass: Promising Cases of ICT......Page 248
Is the Marriage of Education and Technology Necessarily Doomed?......Page 251
References......Page 252
Introduction......Page 256
Computer Support for Collaborative Knowledge Construction......Page 257
Instructional Guidance for Computer-Supported Learning Environments......Page 261
Conclusions......Page 266
References......Page 267
Introduction......Page 272
Learning Metaphors......Page 273
A Brief History of ICT in Education......Page 275
Teacher-centred Approaches to Networked Learning......Page 279
Community-Centred Approaches to Networked Learning......Page 281
Conclusions and Discussion......Page 284
References......Page 285
Part VI: Instructional and Organizational Designs for Learning......Page 290
Strategies for Transferring Knowledge......Page 292
From Tools and Protocols to Organizational Design......Page 297
Interdisciplinary Resources for Organizational Design......Page 299
Diagnosing and Designing Learning Organizations......Page 303
References......Page 306
Introduction......Page 310
Approaches to Studying Practice......Page 311
Stokes and Working in “Pasteur’s Quadrant”......Page 314
Brown, Collins, and De Corte on Design Experiments: An Introductory Survey......Page 315
Further Perspectives on Two Key Issues......Page 320
References......Page 324
Contributors......Page 326
Author Index......Page 328
Subject Index......Page 340