Minkang Kim
Biographic Data
| ID | 4605757 |
|---|---|
| NAME | Minkang Kim |
| GIVEN NAMES | Minkang |
| FAMILY NAME | Kim |
| SIGNATURE | KIM M |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0002-1864-2920 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Beyond the theoretical and pedagogical constraints of cognitive load theory, and towards a new cognitive philosophy in education
Cognitive load theory (CLT), a construct of instructional psychologist John Sweller, has long been a mainstay of educational psychology and university educational technology courses, regionally and internationally. Although aspects of this cognitivist theory have been severely criticised, including its insistence on direct instruction in opposition to inquiry-based pedagogies, a comprehensive philosophical, neurobiological, and education critique…
The limits of motivation theory in education and the dynamics of value-embedded learning (VEL)
Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher educati…
Developing young children’s empathic perception through digitally mediated interpersonal experience
There is an emerging concern that modern technology‐saturated environments, particularly computer games, are inhibiting the development of children’s empathic behaviour and social skills. We argue that the solution is embedded in the problem when hybrid learning design blends real‐life social interpersonal interactions with digital representations. We present theory‐informed design principles for creating tablet games with a focus on promoting em…
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths
Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By co…
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths
Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By co…
The limits of motivation theory in education and the dynamics of value-embedded learning (VEL)
Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher educati…
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths
Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By co…
Developing young children’s empathic perception through digitally mediated interpersonal experience
There is an emerging concern that modern technology‐saturated environments, particularly computer games, are inhibiting the development of children’s empathic behaviour and social skills. We argue that the solution is embedded in the problem when hybrid learning design blends real‐life social interpersonal interactions with digital representations. We present theory‐informed design principles for creating tablet games with a focus on promoting em…
The limits of motivation theory in education and the dynamics of value-embedded learning (VEL)
Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher educati…
Beyond the theoretical and pedagogical constraints of cognitive load theory, and towards a new cognitive philosophy in education
Cognitive load theory (CLT), a construct of instructional psychologist John Sweller, has long been a mainstay of educational psychology and university educational technology courses, regionally and internationally. Although aspects of this cognitivist theory have been severely criticised, including its insistence on direct instruction in opposition to inquiry-based pedagogies, a comprehensive philosophical, neurobiological, and education critique…
Psychology (4 works) · Epistemology (3 works) · Neuroscience, Education and Cognitive Function (3 works) · Philosophy (3 works) · Child and Animal Learning Development (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Education theory (2 works) · Higher education (2 works) · Philosophy (2 works)