Cognitive schema theory in the constructivist debate

Derry, Sharon J.

doi:10.1080/00461520.1996.9653264

Cited by 186 publications

(103 citation statements)

References 31 publications

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“…249;McVee, Dunsmore, Gavelek, 2005;Derry, 1996) 9аље уNиче на усвајање нових информација. Схема је Kило која меморијска сNрукNура, а @рема ко:ниNивисNима @осNоје Kар Nри: знање скла9ишNено у меморији, менNални мо9ели који насNају као резулNаN консNруисања, NесNирања и @рила:ођавања менNал-них @ре9сNава ком@лексно: @роKлема или сиNуације, и ко:ни-Nивна @оља.…”

Section: дискусија и закључци: теорија схема и социо-конструктиви-замunclassified

Contribution of schema theory and social-constructivist approach to teaching: The acquisition functionalism among students in translation courses

Eraković¹,

Topalov²

2018

Zb Filoz fak Priština

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Section: дискусија и закључци: теорија схема и социо-конструктиви-замunclassified

Contribution of schema theory and social-constructivist approach to teaching: The acquisition functionalism among students in translation courses

Eraković¹,

Topalov²

2018

Zb Filoz fak Priština

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“…According to schema theory, reading comprehension entails an interaction between the reader's background knowledge and the text while the reading activity takes place; a view that has also been shared by cognitive constructivists with regard to how comprehension and learning in general work (see Derry, 1996 "mediating strategy which must be both leveled for the learner's apparent ZPD and helpful" in overcoming the procedural problems already displayed by the learner along the course of the educational experience (2011, p. 5). Henceforth, in order for effective reading comprehension to take place, it is necessary to set up the pedagogical conditions that: a) allow the learner to relate newly-incoming data to existing background knowledge he already possesses and b)…”

Section: On Schema Theory and Scaffolded Reading Comprehensionmentioning

confidence: 99%

Effects of scaffolded intensive reading on students’ reading comprehension performance

Morales

2017

Act. Inv. en Educ.

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This research sought to explore the connection between a small-group intensive reading comprehension project and students’ performance in two sample English national exit exams (ENEEs) developed by the Ministry of Public Education, Costa Rica. The data were gathered from an intervention plan that combined the theoretical principles of schema theory, scaffolded reading comprehension, and intensive reading. The study adopts an action-research approach and uses a mixed design that combines quantitative and qualitative data in the analysis and interpretation of results. Participants included twelve students from a public high school in the Western Area of Costa Rica who needed special preparation for the ENEE, which narrows the research scope down to this population only. The data collection techniques included two sample ENEEs, field notes, and research artifacts. Findings reveal positive effects of scaffolded reading comprehension on student ENEE performance, but also it is warning that the generalizations to larger populations is not possible. The study sets implications at theoretical and practical level, and it calls for further investigation as a way to tackle the limitations identified.

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“…This would mean that recalling such knowledge, sharing, and applying it in different contexts may become practically impossible. Application of learning technologies in the form of online learning to form online communities could potentially prevent such a scenario as it can allow learners the opportunity to reflect and share what they have learned, and thereby generalize the learning to build the necessary cognitive schema (Derry, 1996).…”

Section: 3mentioning

confidence: 99%

Using Training as a Tool for Cultivating Communities of Practice around Health Information Systems in Low and Middle Income Countries: A Longitudinal Mixed Method Study

Siribaddana

Hewapathirana

2016

E J Info Sys Dev Countries

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Many attempts at implementing health information systems (HISs) in Low and Middle Income Countries (LMICs) have failed to mature or scale into desirable levels due to various reasons. Among these reasons, not identifying the design reality gap, inability to form support networks and non-availability of 'hybrids' who can link between health and information systems domains can be highlighted. In organizational contexts, such challenges can be overcome by cultivating communities of practice (CoPs). However, HIS projects in LMIC contexts may not have the opportunity to create an environment similar to an organization to facilitate cultivation of CoPs. This paper argues that HIS projects in LMICs can utilize formal, informal and workplace based online and face-to-face training methods along with the networking power of free and open source software (FOSS) communities as a means of cultivating CoPs. In substantiating this argument, the paper utilizes a mixed method longitudinal study design to follow-up a group of implementers trained in a FOSS HIS in Sri Lanka. The paper presents a practical training model usable in information system implementations in LMIC settings with the added benefit of being able to facilitate cultivation of CoPs. The paper also contributes theoretically by extending the conceptualization of 'cultivating CoPs' beyond organizational contexts.

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Cognitive schema theory in the constructivist debate

Cited by 186 publications

References 31 publications

Contribution of schema theory and social-constructivist approach to teaching: The acquisition functionalism among students in translation courses

Contribution of schema theory and social-constructivist approach to teaching: The acquisition functionalism among students in translation courses

Effects of scaffolded intensive reading on students’ reading comprehension performance

Using Training as a Tool for Cultivating Communities of Practice around Health Information Systems in Low and Middle Income Countries: A Longitudinal Mixed Method Study

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