The TEK Design Principles
Integrating Neuroscience and Learning Environment Research
Datos Bibliográficos
| ID | 22048501 |
|---|---|
| Autores | Aik Lim Tan (0000-0001-5910-7003, Nanyang Technological University, autor de correspondencia), Robyn M Gillies (0000-0002-9522-5258, The University of Queensland), Azilawati Jamaludin (0000-0001-8179-8111, Nanyang Technological University) |
| Año | 2023 |
| Volumen | 13 |
| Número | 7 |
| Páginas | 747 |
| Fecha de publicación | 2023-07-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13070747 |
| OpenAlex | W4385066632 |
| Idioma | EN |
| Referencias citadas | 50 |
People engage in learning in various settings and environments. This involves learning in a formal learning environment like a classroom and less formal environments such as museums and online. Interest is one of the key motivational theories and plays an important role in learning, as it can not only initiate and propel individuals to pursue an area of knowledge but also motivate them to maintain this pursuit in the long term. There has been a lack of research in the field of the design of learning spaces to support student-initiated knowledge generation. Coupled with the emerging area of neuroscience and education, this paper aims to synthesise neuroscience research with aspects of learning design to facilitate learning and interest development within a high school learning context. The Task, Environment and Knowledge Creation (TEK) design principles are proposed. Implications of the design principles are discussed
Cognitive science · Educational technology · Experiential learning · Human–computer interaction · Instructional design · Learning environment · Learning Sciences · Learning theory · Mathematics education · Multimedia · Computer Science · Creativity in Education and Neuroscience · Engineering · Learning Styles and Cognitive Differences · Neuroscience, Education and Cognitive Function · Psychology
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The Cambridge Handbook of the Learning Sciences
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Revealing the invisible hand
Self-determination and STEM education
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Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment
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Sense of relatedness as a factor in children's academic engagement and performance.
Cognitive load theory, educational research, and instructional design
The Four-Phase Model of Interest Development
Reflective renovation
Getting interested
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Teaching in an Inspiring Learning Space
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Improving Educational Research
Design-Based Research
Using individual interest and conscientiousness to predict academic effort
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |