Print Page   |   Contact Us   |   Sign In   |   Register
Cognition, Emotion and Learning: Facilitating Students’ Learning Cognitively and Affectively
Share |

IRN Start Date: May 1, 2015

With the rapid explosion and proliferation of knowledge in the twenty-first century, it has impacted on the way we learn with knowledge becoming more transitory and the difficulty to predict what will be useful for the future or what to select to learn. Indeed, the ability to cope with change, learning as much as possible, is consequently the generic capacity needed for the twenty-first century.

Recognizing that cognitive factors can be considered key elements to the individual’s successful adaption, particularly in a technological and rapidly changing society, it is acknowledged that in any classroom to prepare our students for the twenty-first century, the quality of interaction between the teacher and students have to be addressed with the implication that teachers need to take the role of facilitators rather than content disseminators (Tan, Seng, & Pou 2003). Likewise, positive emotions are deemed indispensable, if not paramount in a learning environment and parents, teachers and learners collectively acknowledged the importance of learner’s emotional welfare to promote effective learning (Markopoulou, 2015).

Therefore, in this fast changing landscape of the 21st century, it is critical for researchers and educators to take on an interdisciplinary approach as we embark collaboratively to explore mediated interventions that would guide us in our development of human capital and facilitate students’ learning cognitively and effectively.

 

Conveners:

Oon Seng Tan (Co-Convener)

National Institute of Education, Singapore

oonseng.tan@nie.edu.sg

 

Bee Leng Chua (Co-Convener)

National Institute of Education, Singapore

Beeleng.chua@nie.edu.sg

  

 

List of Participants

 

Singapore
Seng Seok Hoon
Consultant of Mediated Learning Lab
National Institute of Education International, Nanyang Technological University
1 Nanyang Walk
Singapore 637616
E-mail: seokhoon.seng@nie.edu.sg


Isabella Wong Yuen Fun
Associate Professor
Psychological Studies Academic Group
National Institute of Education, Nanyang Technological University
1 Nanyang Walk
Singapore 637616
Phone: 65-67903223
Fax: 65-68969410
Email: Isabella.wong@nie.edu.sg


United State of America
Carol Robinson-Zanartu
Professor and Chair
Department of Counseling and School Psychology
College of Education
North Ed., Rm. 180
San Diego State University
San Diego, CA 92182-0162
Email: crobinsn@mail.sdsu.edu
Tel: (619) 594-7725
Fax: (619) 594-7025

Katherine Greenberg
Professor Emerita
The University of Tennessee, Knoxville
Department of Educational Psychology and Counseling
1122 Volunteer East Blvd
517 Bailey Education Complex
Knoxville, TN 37996-3254
Tel: 865-974-4157
Email: khgreen@utk.edu

Israel
Malka Margalit, Ph.D
Professor (Emeritus)
Constantiner School of Education
Tel-Aviv University
Ramat Aviv, Tel-Aviv
Dean, School of Behavioral Sciences
Peres Academic Center
Rehovot, Israel
Email: malka@post.tau.ac.il

 

 

References

Bielenia-Grajewska, M. (2014). Neuroscience and Learning. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1-7): Springer Netherlands

 

Chua, B. L., Tan, O.S., & Liu, W.C. (2014). Journey into the problem-solving process: Cognitive functions in a PBL environment. Innovations in education and teaching international, 1-12. doi: 10.1080/14703297.2014.961502c

 

Feuerstein, R. (1990). The theory of structural modifiability. In B. Presseisen (Ed.), Learning and thinking styles: Classroom interaction. Washington, D.C :National Education Association.

 

Feuerstein, R., Klein, P.S., & Tannenbaum, A.J. (Eds.). (1991). Mediated learning experience: Theoretical, psychosocial and learning implications. London: Freund.

 

Feuerstein, R., Rand, Y., Hoffman, M.B., & Miller, R.(1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.

 

Jones, N., & Jones, E.B. (1992). Learning to behave: Curriculum and whole school management approaches to discipline. London : Kogan Page.

 

Kozulin, A., & Rand, Y. (2000). Experience of mediated learning: An impact of Feuerstein’s theory in education and psychology. Oxford UK: Elsevier Science.

 

Markopoulou, D. (2015). The importance of human emotions in the learning context viewed from an ecosystemic perspective. Research Papers in Language Teaching & Learning, 6(1): 55-67.

 

Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86(0), 30-42. doi: http://dx.doi.org/10.1016/j.compedu.2015.02.016

 

Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C., & Schmid, R.F. (2011). What forty years of research says about the impact of technology on learning : A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28. doi: 10.3102/0034654310393361

 

Tan, O.S. (2000). Effects of a cognitive modifiability intervention on cognitive abilities, attitudes and academic performance

 

Click here for reports and/or activities of the IRN:

Membership Software Powered by YourMembership  ::  Legal