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A Conception of TeachingIntegrating the Conceptions

A Conception of Teaching: Integrating the Conceptions Chapter 8 The notion of a single theory that does full justice to the phenomenon being explained is, of course, attractive but infeasible for teaching. An example of a single adequate theory is Isaac Newton’s second law of motion; it embraces only three variables (force, mass, and acceleration), related as f = ma, or force equals mass times acceleration. Even so, it held only for frictionless surfaces and motion in a vacuum. In the everyday world, without the vacuum and with friction, matters get more complicated. Typically, scientific theories refer to relationships between many variables. In the behavioral sciences, theories of complex phenomena are abundant. Behavior theory (Skinner, 1953) relates drive, behavior, reinforcement, extinction, response generalization, and operant conditioning. Cognitive learning theory (Levine, 1975) deals with short-term memory (working memory), long-term memory, and its rehearsal, decoding, and retrieval processes. Cognitive-abilities theory (Carroll, 1993; Detterman, 1994; Gardner, 1983; Neisser, 1998) deals with general ability ( g), group abilities, special abilities, and IQ change. Cogniti ve dissonance theory (Festinger, 1957; Harmon-Jones & Mills, 1999) speaks of relationships between dissonance ratio, psychological comfort, aversive consequences, self-affirmation, and dissonance magnitude. Sub-Theories Teaching is, of course, immeasurably more complex than motion in a frictionless http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingIntegrating the Conceptions

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/lp/springer-journals/a-conception-of-teaching-integrating-the-conceptions-edo4ZVHQqY
Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
123 –149
DOI
10.1007/978-0-387-09446-5_8
Publisher site
See Chapter on Publisher Site

Abstract

Chapter 8 The notion of a single theory that does full justice to the phenomenon being explained is, of course, attractive but infeasible for teaching. An example of a single adequate theory is Isaac Newton’s second law of motion; it embraces only three variables (force, mass, and acceleration), related as f = ma, or force equals mass times acceleration. Even so, it held only for frictionless surfaces and motion in a vacuum. In the everyday world, without the vacuum and with friction, matters get more complicated. Typically, scientific theories refer to relationships between many variables. In the behavioral sciences, theories of complex phenomena are abundant. Behavior theory (Skinner, 1953) relates drive, behavior, reinforcement, extinction, response generalization, and operant conditioning. Cognitive learning theory (Levine, 1975) deals with short-term memory (working memory), long-term memory, and its rehearsal, decoding, and retrieval processes. Cognitive-abilities theory (Carroll, 1993; Detterman, 1994; Gardner, 1983; Neisser, 1998) deals with general ability ( g), group abilities, special abilities, and IQ change. Cogniti ve dissonance theory (Festinger, 1957; Harmon-Jones & Mills, 1999) speaks of relationships between dissonance ratio, psychological comfort, aversive consequences, self-affirmation, and dissonance magnitude. Sub-Theories Teaching is, of course, immeasurably more complex than motion in a frictionless

Published: Oct 28, 2008

Keywords: Student Achievement; Classroom Management; Metacognitive Knowledge; Cognitive Capability; Teacher Question

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