Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18956
Title: 
Cognitive revolution and the knowledge-based society: Educational implications
Authors: 
Issue Date: 
Sep-2000
Citation: 
Tan, O. S. (2000). Cognitive revolution and the knowledge-based society: Educational implications. In J. Ee., Kaur Berinderjeet, N. H. Lee. & B. H. Yeap (Eds.), New ‘Literacies’: Educational Response to a Knowledge-based Society, Vol 1: Education (pp. 90-98). Singapore: Educational Research Association of Singapore.
Abstract: 
The advent of the knowledge-based economy calls for new paradigms in education. There has increasingly been a search for educational methodologies that emphasise areas such as real world challenges, higher-order thinking skills, multi-disciplinary learning, independent learning and entrepreneurship. According to Feuerstein these challenges relate primarily to the ability to adapt and confront change. How can educational psychology and cognitive theories contribute to these endeavours?
Description: 
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
URI: 
Appears in Collections:Conference Papers

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