A Biological Basis for Generative Learning in Science

Towards research based designing for understanding fundamental concepts: The case of the web delivered generative virtual classroom for teacher education

“…Then, it was empirically demonstrated in the philosophy, the technology and the science of learners -both young children and teachers -knowledge that had not been transmitted, but rather created anew, in the contexts in which these learners learned (Cosgrove, 1995;Cosgrove and Schaverien, 1996;Schaverien and Cosgrove, 1995). Finally, corroborated by recent advances in evolutionary epistemology (Plotkin, 1994(Plotkin, , 1997 and neuroscience (Edelman, 1992(Edelman, , 1993, a biological basis for generative learning in technology and science could be articulated: as iterative cycles of generating and testing ideas, on their value, keeping those that survive these tests (Schaverien and Cosgrove, 1997c, Schaverien and Cosgrove, in press a, in press b).…”

Use of student-designed authorware for e-mediated science and technology learning

“…First, the research approach itself and the educational innovation at its core derive from a generative theory of learning. Drawing on ThP15.10 recent insights from neuroscience (Edelman, 1992(Edelman, , 1993) and evolutionary epistemology (Plotkin, 1994(Plotkin, , 1997(Plotkin, , 2002(Plotkin, , 2004, we have attracted strong international interest in this theory, through publication in the biological and the educational research communities (Schaverien and Cosgrove, 1997, 1999, and have tested it in a sustained program of research studies of learning and teaching (Schaverien). On this view, learning is conceived as a selectionist heuristic in which learners generate ideas, test them on their value and keep those that survive their tests.…”

Applying Movement Oriented Design to Create Educational Stories

“…They conclude that technology plays a positive role in learning; however, human and contextual factors are of paramount importance; teachers must get adequate training; software design and instructional methods surrounding it must be congruent; hardware and applications must be appropriate to the learning expectations; and, in general, technology increases student motivation. Schaverien and Cosgrove (1997) developed a theory of learning which postulates that the "generate-test-regenerate" model suggested by Minsky (1985) and Plotkin (1994) is the natural model used by all learners, as is built into our brains and genes. Based on two empirical studies, Schaverien and Cosgrove (1997) suggest that students' learning of fundamental science can be well-explained as a process of generating, testing and selecting ideas on their value, i.e.…”

“…Schaverien and Cosgrove (1997) developed a theory of learning which postulates that the "generate-test-regenerate" model suggested by Minsky (1985) and Plotkin (1994) is the natural model used by all learners, as is built into our brains and genes. Based on two empirical studies, Schaverien and Cosgrove (1997) suggest that students' learning of fundamental science can be well-explained as a process of generating, testing and selecting ideas on their value, i.e. using the Darwinian generate-testregenerate model.…”