Phases of Meaningful Learning
Bibliographic Data
| ID | 5779496 |
|---|---|
| Authors | Thomas J Shuell (State University of New York at Buffalo, corresponding author) |
| Year | 1990 |
| Volume | 60 |
| Issue | 4 |
| Pages | 531-547 |
| Publication date | 1990-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.3102/00346543060004531 |
| OpenAlex | W2146213491 |
| Language | EN |
| Citations received | 38 |
| References cited | 30 |
The research literature is examined for evidence suggesting that in complex, meaningful learning the learner passes through a series of stages or phases during which the learning process and the variables influencing it change systematically. After discussing various conceptual and methodological issues, phase theories in both simpler and more meaningful forms of learning are reviewed. Finally, the initial, intermediate, and terminal phases of learning are discussed. It is suggested that during the initial phase of learning the individual typically acquires isolated facts that are interpreted in terms of preexisting schemata and added to existing knowledge structures. Gradually, the learner begins to assemble these pieces into new schemata that provide him or her with more conceptual power until a level of automaticity is achieved
Automaticity · Concept learning · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Online and Blended Learning
Putting Education in “Educational” Apps
Behaviorism, Cognitivism, Constructivism
Behaviorism, Cognitivism, Constructivism
Self-regulated learning
An exploration of combining virtual and physical robots in robotics education
Associating spatial knowledge with concept maps to facilitate learning in digital gaming contexts
Assembly required
Making claims about learning
Whatever happened to process theories of learning
Beyond gamification
An investigation of undergraduates' transformational problem solving strategies
Describing the Behavior and Documenting the Accomplishments of Expert Teachers
Designing Effective Training Programs for Investigative Interviewers of Children
Aplicación del diseño centrado en usuarios en juegos educativos interactivos de museo
Appreciating the Complexity of Learning in Physical Education
Patterns and organizing perspectives
What and how do student teachers learn during school-based teacher education
Self-regulated learning in the context of teacher education
Indonesian teachers’ conceptions of values and dimensions of assessment practice
Experienced teachers' informal learning
Initial knowledge states about assessment
The learning strategy prism
Cycle and activity structures in second language instruction
Modelling skill acquisition in acquired brain injury
Ontogeny and participation in communities of practice
Critiquing workplace learning discourses
Co-participation at work
Appropriation and ontogeny
A comparison of classroom instruction in bilingual and monolingual secondary school classrooms
Changing Students’ Perceptions of Inequality
The expertise of literacy teachers
How Subject-Matter Knowledge Affects Recall and Interest
Full Inclusion
Cognição situada e a cultura da aprendizagem
Accessing the Inaccessible
Realising the educational worth of integrating work experiences in higher education
Sociogeneses, Activity and Ontogeny
Putting the process back in
Cognitive Conceptions of Learning
Contextual prerequisites for understanding
Advances in the psychology of human intelligence
Acquisition of domain-related information in relation to high and low domain knowledge
Acquisition of cognitive skill
The general theory of two-stage learning
Individual Differences
Problem Solving
Acoustic Confusions in Immediate Memory
Teaching and learning as problem solving
| Unique citing works | 38 |
|---|---|
| Citations per year | 1,12 |
| Citation span | 1992 - 2024 (33) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 38 |