Complete thesis - Murdoch University

• cognitivist – emphasis on mental models and the connections between them. Thetype of knowledge to be constructed should drive the learning strategy employed.Support for deductive and inductive learning strategiesgoal orientation - from strict protocols (eg to handle emergencies) to unfocussed (eg appreciatingmodern art)experiential value - removed from real world to apprenticeship models are skills, knowledgeattitudes learnt in a context of use or via abstract lectures and books, with the studenthaving to make the connections. PBL, anchored instruction etcteacher role - sage on stage (provider of knowledge) to guide on the sideflexibility - from allowing no local adaptation to being so open and unstructured to provideno support and guidance for valid implementationvalue of errors – learners can only make correct responses - to - allowing negative outcomesand feedback on whymotivation• intrinsic – students explore in search of new knowledge. Integral to the learningenvironment - interesting, complex problems. Linked to learner experiences• extrinsic - outside the learning environmentaccommodation of individual differences – cannot assume homogenous learners in termsof aptitude, prerequisite knowledge, motivation, experience, learning style, hand-eyeco ordination etc. Require scaffolding, cognitive bootstrapping and other types ofmetacognitive supportlearner control – learners make decisions on what sections to study/what paths to follow.Individualising instructionuser activity• mathemagenic – give learners access to various representations of content to• generative – engage learners in a process of creating, elaborating or representingknowledge (aligned more closely with constructivism) – meaningful assessment(integrated with activity)co operative learning – support for group process243