Hoe kun je slim en effectief leren? скачать в хорошем качестве

Hoe kun je slim en effectief leren?

Wat vertelt de wetenschap ons over leren? Wat is het en hoe kun je het beste slim en effectief leren? Waarom is het eigenlijk de moeite waard? Al deze vragen en meer worden beantwoord in deze video. Voor een interactieve versie van deze video, bezoek https://specialnatuurkunde.nl/studiev... 00:00 Introductie 01:38 Wie? 03:10 Waarom leren we? 05:00 Wat is leren? 08:45 Tussensamenvatting Wie? Waarom? Wat? 09:00 Hoe kun je het beste leren? 10:42 (Effectieve) leerstrategieën 15:22 Waar kun je het beste leren? 16:09 Samenvatting Wie? Waarom? Wat? Hoe? Waar? 16:39 Zelf verwerken 16:59 Key takeaway 17:12 Outro Bronnen: Barton, C. (2019). Volgens Barton: lesgeven in wiskunde aan de hand van wetenschap, experts, en 12 jaar aan mislukkingen. Kirschner, P. A., & Hendrick, C. (2024). How learning happens: Seminal Works in Educational Psychology and What They Mean in Practice. Kirschner, P. A., Hendrick, C., & Heal, J. (2022). How teaching happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice. Surma, T., Vanhoyweghen, K., Sluijsmans, D., Camp, G., Muijs, D., & Kirschner, P. A. (2019). Wijze lessen: twaalf bouwstenen voor effectieve didactiek. Buelens, W., Schroeven, M., Surma, T., Vanhoyweghen, K., & Kirschner, P. A. (2024). Wijze lessen: digitale didactiek. Citaat Gandalf uit Tolkien, J. R. R. (1954). The Fellowship of the Ring Aantal uren onderwijstijd: https://www.rijksoverheid.nl/onderwer... Wetenschappelijke artikelen: Anderson, J.R. (1996). ACT: A simple theory of complex cognition. Anderson, R.C., Spiro, R J., & Anderson, M. C. (1978). Schemata as scaffolding fort he representation of information in connected discourse. Baddeley, A.D., & Hitch, G. (1974). Working memory. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Bartlett, F.C. (1932). Remembering: a study in experimental and social psychology. Bjork, R.A. (1975). Retrieval as a memory modifier. Bjork, R.A. (1994A). Institutional impediments to effective training. Bjork, R.A. (1994B). Memory and metamemory considerations in the training of human beings. Chi, M.T.H., Feltovich, P. J., & Glaser, R. (1979). Categorization and representation of physics problems by experts and novices. Clark, J.M., & Paivio, A. (1991). Dual coding theory and education. Coe, R. (2013). Improving education: a triumph of hope over experience. Inaugurele rede, CEM; http://www.cem.org/attachments/public... Cowan, N. (201). The magical mystery four: how is working memory capacity limited, and why? Dunlosky, J., Rawson, K.A., Marsch, E. J., Nathan, M.J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Fiorella, L. & Mayer, R.E. (2016). Eight ways to promote generative learning. Geary, D.C. (2008). An evolutionarily informed education science. Kirschner, P.A., & Van Merriënboer, J.J.G. (2013). Do learners really know best? Urban legends in education. Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Mayer, R.E. (2008). Applying the science of learning: evidence-based principles fort he design of multimedia instruction. Miller, G.A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Newell, A. & Simon, H.A. (1972). Human problem solving. Piaget, J. (1928).Judgement and reasoning in the child. Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Sweller, J., Merriënboer, J.J.G., van, & Paas, F.G.W.C. (1998). Cognitive architecture and instructional design. William, D. (2017). Memories are made of this. TES Magazine Willingham, D.T. (2009). Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom Zimmerman, B.J. (1989). A Social cognitive view of self-regulated academic learning. Credits: Gandalf / © New Line Cinema, Fellowship of the Ring (2001) © PepN Stock Footage / Adobe Stock © Justlight / Adobe Stock © Gerard Teunissen-Hillebrink © Blue Planet Studio / Adobe Stock © cottonbro studio / Pexels © Pavel Danilyuk / Pexels © Kindel Media / Pexels © Andrea Piacquadio / Pexels © RF._.studio_ / Pexels © Tima Miroshnichenko / Pexels © Kiran Pokuri Photography / Pexels