The author articulated his main purpose is that
"learning theory has undergone major
modifications even within the cognitivist period of the last
20 years, and methodological
changes are needed to reflect these developments." (p.
144)
Hence, Brown reviewed his learning theory's transferring
history:
|
Time
|
Learning theory
|
Methods
|
|
1970s
|
human memory(Information Processing dealing with capacity)
|
training study (p144, p145)
|
|
Late of 1970s
|
Cognitive strategies (dealing with mental events)(p145)
|
|
|
Late half of 1970s
|
Metacognition (“an important shift from passive to active
metaphors of learning”)(p146)
|
|
|
1980s—
|
Issues of content and contexts of learning(p 147)
|
“my own research also reflected a shift to the study of
learning, remembering, and understanding complex texts, which in turn led to
studies of reading comprehension and comprehension monitoring in specific
content areas”
|
Introduction of author’s Reading Comprehension experimental
research. (P 152)
Methodological issues in evaluating complex intervention
studies:
·
The relationship between laboratory and
classroom work;
·
Idiographic versus nomothetic approaches, or the
grain-size issue;
·
The Bartlett Effect, or the problem of data
selection.
I think it is a good illustration of qualitative research
and how to evolve an experimental research, although Brown asserted that “because
of the multifaceted nature of my data base, I prefer a mixed approach, suiting
the method to the particular data.”
Brown “combine a concentration on large scale data bases
with in-depth microgenetic analyses of a few children or perhaps a group.”
Lessons learned from the history of educational design
experiments:
·
The hawthorne
Effect
·
The Dewey Effect
o Readiness
to learn
o Discovery
learning
o The
curriculum and society
·
The reality principle
| 
![[info]](http://l-stat.livejournal.com/img/userinfo.gif){kind=small}
maggiehu's journal
amused