Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13844
Title: 
Studying learners and assessing learning: A process-relational perspective on the learning sciences
Authors: 
Issue Date: 
2010
Citation: 
Chee, Y. S. (2010). Studying learners and assessing learning: A process-relational perspective on the learning sciences. Educational Technology, 50(5), 5-9.
Abstract: 
The field of the learning sciences appears to favor
cognitive and social approaches to the study of human
learning. In this article, the author proposes that a deep
cognizance of cultural influences on learning is vital
if formal and informal learning are to make vital
connections to learners' lives and their personal need
for meaning making in life. Drawing upon process
philosophy, the author identifies and discusses three
issues for the consideration of learning sciences
researchers, namely, (1) the importance of relational
thinking, (2) the centrality of approaching learning in
terms of experience and becoming, and (3) the need to
reframe causal analysis in assessing learning.
URI: 
ISSN: 
0013-1962
Appears in Collections:Journal Articles

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