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Learning Paradigms: represent broad models helping education professionals…
Learning Paradigms: represent broad models helping education professionals understand both learning processes and their approach to them.
Epistemology: the investigation of knowledge properties and origins together with restrictions placed on its acquisition.
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Empiricism: Through experience along with experimentation people generate their understanding of the world.
Every educational psychology paradigm obtains its understanding and application of knowledge directly from the epistemological framework.
Current educational practices draw from the fundamental transition documented by the map from fixed learning models to adaptive approaches which rely on contextual learning and flexible frameworks.
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Interpretivist: examines individual learner interpretation of experience through examination of cultural aspects as well as sociological factors.
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Constructivism: a theory that defines knowledge construction as an active student-led educational process.
Individual Cognition: working with students' previous information and self-control and promoting active student participation.
Mechanistic: appears as a scientific measurement process which depends on structured standardized instruction methods.
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Learning Theories: enable better educational practices because they supply scientific understanding about cognitive development and behavioral and social aspects of teaching and learning.
Social Cognitive Theory (SCT): essential concepts which are human agency together with intentionality along with forethought and self-regulation.
Agentic Perspective: focus on self-directed actions that patients take for their own educational progress.
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Behavioral Learning: includes the main concepts of operant conditioning and two types of reinforcement (positive and negative) along with punishment and shaping.
Operant Conditioning: learning behavior that becomes controlled by the events that follow the actions.
Working Memory: a temporary storage mechanism which enables users to handle data required for problem-solving, learning along with decision-making.
Educational Applications: Psychological theories with applicable methods function within educational establishments for enhancing student learning achievements.
Behavioral Modification: enables users to modify their behaviors using reinforcement or punishment as control mechanisms.
Information Processing: include memory operations which consist of encoding and storage and retrieval.
Memory: a system through which information gets stored then retained before retrieval operations can access that data at future times.
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Storage: how encoded information survives through multiple memory types which include sensory memory for short periods and short-term memory for temporary storage before permanent retention in long-term memory for retrieval.
Working Memory: a temporary storage mechanism which enables users to handle data required for problem-solving, learning along with decision-making.
Constructivism: learners take an active role in creating knowledge while their previous understanding plays a central part.
RATIONALE: Constructivism matters as it relates to the focus on individual thinking skills as well as the need to use prior knowledge and actively engage with educational content. Learning emerges through active student participation as people develop knowledge by building upon their existing experiences. Constructivism contains three essential elements that highlight the effects of existing knowledge on new learning and the value of self-direction and application of genuine experiences. The concept of Constructivism plays a central role across the map since it connects with several key concepts. The Interpretivist Paradigm and Postformalism together share fundamental approaches with Constructivism because they emphasize adaptive thinking and contextualized learning practice. The teaching philosophy integrates Social Cognitive Theory because it demonstrates how people exercise self-direction and self-regulation to acquire new knowledge. Information Processing Theory gains added value from Constructivism because it describes the procedures used for storing and retrieving information. The approach follows an empirical framework of epistemology because it builds knowledge from direct experiences thus aligning with Empiricism principles. User-oriented educational practices based on multiple learning theories become possible through Constructivism's central placement because it guarantees conceptual integration with disparate learning theories and paradigms. Constructivism exists as both an academic theory of learning and an operational framework for knowledge implementation in different instructional scenarios. PRESENTED BY: CHRISTAL ST LOUIS & FAYTH BACCHUS
Self-Regulation and Constructivism: learning process established, goal management, reflecting on educational achievements and tactics for overcoming difficult situations.
The promotion of self-regulation functions through play for children. Helps develop control over impulses (Savina, 2014)
Research investigates techniques which enhance self-regulation abilities and promote self-discipline among adolescents in their goal achievement. Techniques help in goal setting (Duckworth et al, 2011).
Techniques which enhance self-regulation abilities and promote self-discipline among adolescents in their goal achievement (Loughran, 2002).
The starting point of reflective practice in learning processes focuses on experience understanding. Centers on understanding experiences (Reynolds, 2011).
The focus of integrated self-regulation during childhood through adolescence centers on functional action methods (Lerner et al, 2011).
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Motivation & Self-Perception: Motivation is force that drives someone to think and act they way that they do. Self perception is how you see yourself, this includes your self-concept and self esteem which can a persons level of motivation.
Theories of Expectancy: explain how people behave by what the expect to happen. Effort > Performance > Rewards
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Social cognitive Theories of self-regulation and motivation: suggests that a person's motivation to act is based on their view of their own capabilities and their expectation of the outcome of their actions, their social environment and interactions with others.
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Intrinsic Motivation Theories: Persons are motivated by internal factors e.g. self-determination , enjoyment, satisfaction
Flow Theory y: A state of intense focus and enjoyment that is experienced when engaged in activity of interest.
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RATIONALE #3:
The concepts touch deep within because they represent the interactive process through which students learn and evolve. A student learns most effectively through acquiring knowledge while building personal management abilities together with strength recognition and sustained motivation. Self-efficiency as a theory of learning development matches well with many belief systems surrounding student autonomy and learning independently.
Learning results greatly depend on three essential elements including self-regulation and self-perception together with motivation according to learning experiences. Projects and collaborative activities serve as constructivist approaches which develop these characteristics according to observations. Students who master these concepts function as better teachers since these insights allow them to develop more dynamic educational spaces. The framework of constructivism must stay central because other teaching concepts depend on its principles for understanding their interaction. Constructivism and self-regulation should maintain a strong connection because self-regulation plays an essential role when students actively learn. Learning experiences shape self-perception which makes it closely linked to constructivism and self-regulation so it should be placed between them. Motivation should establish connections between these three concepts since it sustains learners to participate in constructivist activities as well as develop self-regulation abilities and maintain positive self-views.
RATIONALE #4: The final concept map shows the relationship between the learning paradigms and how they they affect and each other in a learning environment. For example, educational technology can significantly enhance the authentic learning experience by providing tools and resources. Constructivism emphasizes learners actively constructing their own knowledge which is dependent on self regulation; activities in a constructivist classroom often promote metacognition. Self-regulation and the agentic perspective are connected in the fact that they both discuss self- regulation and self efficacy as a key component of experiencing agency and the control of one's actions. The Mechanistic approach and information processing theory state that complex systems can be understood by breaking them down into part and processing the information. Therefore, an educational professional must be exposed to all educational paradigms and recognize how the intertwine in the classroom/learning environment.