NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865120
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: ISSN-0046-1520
What Is Learning Anyway? A Topographical Perspective Considered
Alexander, Patricia A.; Schallert, Diane L.; Reynolds, Ralph E.
Educational Psychologist, v44 n3 p176-192 2009
The overarching purpose of this treatise was to develop a means by which to describe and evaluate existing perspectives on learning and to guide future explorations in this domain. Specifically, using the metaphor of a river system, we advance a framework into which theoretical perspectives and empirical investigations of learning can be positioned. We began by articulating nine principles of learning shared by diverse theoretical orientations. The primary focus of our analysis was a framework with four dimensions of learning (i.e., the "what," "where," "who," and "when") in continual interaction constituting the products and processes of learning. Based on these common principles and the interactive dimensions, we offered a definition of learning. Finally, we used three cases drawn from real-life experiences, and representing different configurations of the "what," "where," "who," and "when" dimensions, to illuminate the comprehensiveness and utility of the topographical perspective on learning forwarded. (Contains 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy