Search results for author:"David Hung"
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Journal of Interactive Learning Research Vol. 14, No. 2 (April 2003) pp. 129–155
In this paper we attempt to appropriate relevant neuroscience research findings and draw possible implications to learning and instruction. In such an attempt, we also complement findings from the cognitive and learning sciences with relevancy from...
Situated Cognition and Problem-Based Learning: Implications for Learning and Instruction with Technology
Journal of Interactive Learning Research Vol. 13, No. 4 (2002) pp. 393–414
The aims of this article are three-fold. First, this article reviews the foundational premises of situated cognition and attempts to substantiate its theoretical underpinnings with the transactional worldview supported by the works of John Dewey,...
From Traditional to Constructivist Epistemologies: A Proposed Theoretical Framework Based on Activity Theory for Learning Communities
Journal of Interactive Learning Research Vol. 17, No. 1 (January 2006) pp. 37–55
This article is concerned with how learning communities are transformed as they evolve from traditional learning epistemologies towards constructivist orientations and pedagogies. Adopting activity theory as a framework, the article discusses how...