Associationist+Theories

=Associationist Theories =  Wikipedia Definition: In [|philosophy], **empiricism** is a theory of [|knowledge] that asserts that knowledge arises from sense [|experience]. Empiricism is one of several competing views that predominate in the study of human knowledge, known as [|epistemology]. Empiricism emphasizes the role of [|experience] and [|evidence], especially [|sensory perception], in the formation of ideas, while discounting the notion of [|innate ideas] (except in so far as these might be inferred from empirical reasoning, as in the case of [|genetic predisposition]).


 * < **Theory ** ||< **Defining Characteristics ** ||< **Key Theorists ** ||< **Related Pedagogies ** ||< **Situation or context for application ** ||
 * Model-Centred Instruction and Design Layering || A design theory: the instructional designer creates the design using a multi-layered approach. The layers are independent of one another and include: the model/content layer, the strategy layer, the control layer, the message layer, the representation layer, the media-logic layer, and the management layer. The key concepts are the development of experience (interaction with models), problem solving (the learner performs these), denaturing (matching the media to the learner), sequencing (problems place in order), goal orientation (goals and problems are aligned), resourcing (resources, materials and tools), instructional augmentation (support).  || Andrew S. Gibbons  ||   || This seems to link well to inquiry models of instructional design and teaching in the primary school classroom. Although not entirely so, there are some clear connections. Particularly in the key concepts where there is a focus on hands on experiences revolving around some form of problem solving activity/s. Much of this process in inquiry is modeled so that students will eventually be a part of this design process as they build capabilities in understanding and setting goals, choosing their own resources and media for both the learning and delivery of the goal/outcome. Underpinning this is the instructional support from the teacher.

http://www.personal.kent.edu/~pbohanbr/Webpage/New/innateness/innateness3.html

@http://www.joelduffin.com/usu/ || o Successful problem solving in mathematics depends on a combination of **resource knowledge**, **heuristics** (strategies and techniques for problem solving), **control** processes (ability to employ appropriate resources and techniques) and **beliefs** (the world view about approaching a problem) o All four of these must be taught. ||  Alan Schoenfeld ||   || <span style="font-family: 'Times New Roman',Times,serif;"> This theory may be useful in teaching students about practical applications in an e-learning environment. In order for the learners to complete a task, the tutor needs to work out what resources, strategies, control processes and beliefs the learners need. These will need to be taught before the task can be set. || o What is learned are rules which can be applied across a class of tasks o Wherever possible, higher order rules should be taught that can then be used to derive lower order rules o Teach the simplest solution path first, then teach more complex paths or rule sets o Rules must be composed of the minimum capabilities possessed by the learners || <span style="font-family: 'Times New Roman',Times,serif;"> Joseph M. Scandura  ||   || <span style="font-family: 'Times New Roman',Times,serif;"> Ikegulu, in his critique of Scandura’s Structural Learning Theory (SLT) suggests that SLT fits well into instructional design (ID) with needs analysis in ID linking to SLT’s Goals, Task anlaysis with Scandura’s ‘rules’ and instructional analysis with the structural analysis of SLT. SLT could be applied in many different situations where students are acquiring transferable knowledge concepts.
 * <span style="font-family: 'Times New Roman',Times,serif;"> Mathematical Problem solving || <span style="font-family: 'Times New Roman',Times,serif;"> Associative
 * <span style="font-family: 'Times New Roman',Times,serif;"> [] || ||
 * <span style="font-family: 'Times New Roman',Times,serif;"> Structural learning theory || <span style="font-family: 'Times New Roman',Times,serif;"> Associative

[] || - instrumental learning - learning through problem-solving communicative learning - learning through feelings/needs/desires - particularly for adult learning - reflection plays a big role in transformative learning || <span style="font-family: 'Times New Roman',Times,serif;">J. Mezirow
 * <span style="font-family: 'Times New Roman',Times,serif;">Transformative Learning || <span style="font-family: 'Times New Roman',Times,serif;">- There are 2 kinds of learning: instrumental (cause/effect) and communicative (feelings)

Cranton Boyd || <span style="font-family: 'Times New Roman',Times,serif;">Andragogy (Knowles)

Experiential Learning (Rogers & Cross) || <span style="font-family: 'Times New Roman',Times,serif;">Adult learning is where transformative learning is focused. Seen mainly in evaluation/reflection of curricula

[]

[] ||