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ERIC Number: EJ1130582
Record Type: Journal
Publication Date: 2017-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: N/A
Building from In Vivo Research to the Future of Research on Relational Thinking and Learning
Schunn, Christian D.
Educational Psychology Review, v29 n1 p97-104 Mar 2017
This concluding commentary takes the perspective of research on practicing scientists and engineers to consider what open areas and future directions on relational thinking and learning should be considered beyond the impressive research presented in the special issue. Areas for more work include (a) a need to examine educational applications of relational thinking in divergent reasoning, rather than primarily in convergent reasoning; (b) considerations of when to "not" focus on relational reasoning in learning; (c) more research on the distributed nature of relational reasoning across students in a class, and to embedded physical, social, and historical contexts; (d) treatment of the hot components of relational reasoning including motivational and emotional processes; and (e) more attention to how relational reasoning is changed by the details of modalities rather than treating all contents as abstract symbols.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1524575