INQUIRY AS A KEY TO DEEPER LEARNING
نویسندگان
چکیده
منابع مشابه
A Deeper Look at Planning as Learning from Replay
In reinforcement learning, the notions of experience replay, and of planning as learning from replayed experience, have long been used to find good policies with minimal training data. Replay can be seen either as model-based reinforcement learning, where the store of past experiences serves as the model, or as a way to avoid a conventional model of the environment altogether. In this paper, we...
متن کاملTowards an Inquiry-Based Language Learning: Can a Wiki Help?
Wiki use may help EFL instructors to create an effective learning environment for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners’ IBL process. Forty-nine EFL students participated in the study while they conducted research projects in English. The Non-wiki group (n = 25) received traditional inquiry instr...
متن کاملLearning Design Studio: Educational Practice as Design Inquiry of Learning
Recently we are urged to transform education into an evidence based profession, and promote scientific standards or practice. These calls are not new – they seem to emerge every few years. We do not argue with their goal, but we contend that the suitable frame of reference is the paradigm of design science, rather than the common metaphor of medical research. This paper proposes Design Inquiry ...
متن کاملScheme Theory as a Key to the Learning
Carl Bereiter’s article “Toward a solution of the learning paradox” appeared in 1985, was widely read and cited, but did not end the discussion about the “learning paradox”. My contribution is an attempt to show that it is in fact a spurious problem and that the paradox springs from unwarranted traditional views of knowledge and conceptualization. A constructivist orientation adopting Peirce’s ...
متن کاملScheme Theory as a Key to the Learning Paradox
Carl Bereiter’s article “Toward a solution of the learning paradox” appeared in 1985, was widely read and cited, but did not end the discussion about the “learning paradox”. My contribution is an attempt to show that it is in fact a spurious problem and that the paradox springs from unwarranted traditional views of knowledge and conceptualization. A constructivist orientation adopting Peirce’s ...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Інноватика у вихованні
سال: 2020
ISSN: 2518-7856,2411-4553
DOI: 10.35619/iiu.v2i11.217