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The power of imagination and perspective in learning from science text

Claudia Leopold, Richard E. Mayer, Stephan Dutke
2019 Journal of Educational Psychology  
These findings have theoretical implications for the role of embodiment in generative learning theory, and practical implications for modifying the imagination principle to recommend imagining from a first-person  ...  In 2 experiments, college students read a 4-paragraph text on how the human circulatory system works and were instructed to form a mental image of the events described in each paragraph from the perspective  ...  images, to spatially organize the components in their image, and to translate from words to pictures as a way of integrating the lesson with prior knowledge activated from long-term memory.  ... 
doi:10.1037/edu0000310 fatcat:a72vhmobfne7plovcgjvtbo6g4

Imagine: Design for Creative Thinking, Learning, and Assessment in Schools

Yigal Rosen, Kristin Stoeffler, Vanessa Simmering
2020 Journal of Intelligence  
Although not generally included in classroom activities of the past, cultivating creative thinking is considered one of the core strands in future-focused learning in schools.  ...  Learning focused on creative thinking is uncommon in school, mainly due to a lack of consensus on the definition of the creative thinking competency and a lack of effective methods designed for curriculum-embedded  ...  Acknowledgments: Many thanks to Alina von Davier, ACTNext by ACT, for her support and invaluable inputs.  ... 
doi:10.3390/jintelligence8020016 pmid:32326393 fatcat:xhtfdm5vvjh4ndjztcdq5ycggy

The imaginative function in student learning: Theory and case study data from third year neuroscience

David B. Hay
2020 Psychologia  
The data provide empirical evidence for the function of imagination in learning. They also illustrate two different ways in which the re-patterning of text leads to insight.  ...  A shift from the cognitive perspectives of assimilation learning theory, towardsvisualising dialogue is described and used to foreground the ways that the cognitive and dialogic "positions" construe learning  ...  Acknowledgments I am grateful to Richard Wingate and Darren Williams for facilitating this research.  ... 
doi:10.12681/psy_hps.23767 fatcat:2n4iumrwf5dphadt2u7pejur5i

Engaging students' imaginations in second language learning

Gillian Judson, Kieran Egan
2013 Studies in Second Language Learning and Teaching  
We focus on the kinds of "cognitive tools" or learning "toolkits" human beings develop as they grow up, which connect emotion and imagination with knowledge in the learning process.  ...  Imagination is rarely acknowledged as one of the main workhorses of learning.  ...  This leads to a simple principle-that all knowledge is human knowledge; that it is derived from human hopes, fears, and passions; and that if we want students to understand the knowledge-reconstruct it  ... 
doi:10.14746/ssllt.2013.3.3.2 fatcat:t2z5q2aqmjgnlkjpmvcfsxb7oy

Law, Imagination and Poetry. Using Poetry as a Means of Learning

Bald de Vries
2018 Law and Method  
In doing so, poetic acts can create 'new materials of knowledge and engender in the mind a desire to reproduce and arrange them according to a certain rhythm and order' (Shelley, 2017, p. 655) .  ...  The view it creates of the world, he says, is a view from its unique vantage point, with its purposes and aims, questions and methodology. Our findings are uniquely legal and difficult to translate.  ... 
doi:10.5553/rem/.000039 fatcat:isopxy6lxbaqbbxecypsqliwye

Applying TRIZ Instructional Strategies to Vocational Students' Imaginative Learning and Practice

Chih-Chao Chung, Wei-Yuan Dzan, Shi-Jer Lou
2017 Eurasia Journal of Mathematics, Science and Technology Education  
The quasiexperimental method was used to incorporate TRIZ instructional strategies into imaginative learning and practice and to analyze the effect of these strategies on students' imaginative learning  ...  In addition, a documentary analysis was used to supplement an analysis of the key factors involved with imaginative learning and practice.  ...  ., texts or images) created by the students were used to analyze how the student teams used their imaginative abilities and TRIZ in the design of their product.  ... 
doi:10.12973/ejmste/77169 fatcat:sbo3bhdq2bcwpkuyu56ta233i4

Special Issue on Active Learning and Teaching in Legal Education - Educating the Legal Imagination

Maksymilian Del Mar
2018 Law and Method  
Egan spoke of the power of learning through 'affective images' -of acquiring knowledge by constructing mental imagery, this being imagery in which we simulate emotion: If we study earthworms, we will do  ...  the law), it is also important to see that we need to learn to imagine and that we can be better or worse at it.  ... 
doi:10.5553/rem/.000036 fatcat:4o7ajzpd4jeufjrc3ubs6k2xvy

A Nonverbal Language for Imagining and Learning: Dance Education in K–12 Curriculum

Judith Lynne Hanna
2008 Educational Researcher  
skills and knowledge in dance education that reverberate to other domains, as well as learning as a perceived necessity and enhanced learning.  ...  Synthesizing and interpreting theory and research from different disciplines that is relevant to dance education, this article addresses cognition, emotion, language, learning styles, assessment, and new  ...  Creating dances and making sense of dances require reasoning, understanding symbols, analyzing images, and knowing how to organize knowledge.  ... 
doi:10.3102/0013189x08326032 fatcat:qhkusw3rpbdufddpqh3de3h5ry

The role of teacher imagination in conceptualising the child as a second language learner

Ewa Guz, Małgorzata Tetiurka
2013 Studies in Second Language Learning and Teaching  
Bearing in mind that the teacher's perception of the world is purely and completely adult in nature, in order to be effective, educators need to create a mental image or a concept of a young learner by  ...  In the study, we focused on the working image of the child's developmental characteristics created by the participants and their ability to employ this in their teaching.  ...  To create a working image of a child learner at the primary level, the teacher has to acknowledge their unique developmental characteristics and preferred ways of learning.  ... 
doi:10.14746/ssllt.2013.3.3.6 fatcat:e4mpzhxy7bhalnpiqnagse76au

Using Imagination to Bridge Young Children's Literacy and Science Learning: A Dialogic Approach

Huili Hong, Karin Keith, Renee Rice Moran, Jodi Lashay Jennings
2017 Journal of Childhood Studies  
A dialogic approach is presented as one way to ignite children's imaginations in their literacy and science learning. </span></p></div></div></div></div>  ...  learning.  ...  This PD workshop sought to help the teachers learn how to integrate science with reading / language arts and create a space for their students to engage their playful imaginations into their learning through  ... 
doi:10.18357/jcs.v42i1.16883 fatcat:3nalxo6ryjdoppzks6tyj2pvym

Creating More Engaging Course Lectures

Tyler Jon Bachelder
2021 Collegiate Aviation Review International  
First, the image includes several mark-ups and text callouts that may pull the learner's attention away from the instructor.  ...  However, generally with animations, subtle is more effective than exciting. Text that flies in or spins into place can be distracting and detract from the professionalism of the presentation.  ... 
doi:10.22488/okstate.22.100249 fatcat:h424zdsc4jggbdqzllbm2x3w5q

Creating images, creating identity

Peter Anton Zoettl
2012 Journal des anthropologues  
What is, for instance, known, remembered and easily accessible from Worth and Adair's pioneering participatory study Through Navajo eyes (1972) is not the Navajo films, but Worth and Adair's text.  ...  [ Publication subject to prior authorization] Figure 2 : 2 Still frame from « Capa de Índio » (Brazil, 2010). BAJAS M.-P., 2008. « La Cámera en manos del otro.  ... 
doi:10.4000/jda.5093 fatcat:djc2p3d36rhjpe5dr6klw2i6ky

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

Maria Cristina Sarasa, Luis Gabriel Porta
2018 Latin American Journal of Content and Language Integrated Learning  
Results first display thematizations of identity strands in these narratives involving emotions-love, desire, imagination, and fluidity.  ...  Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena.  ...  Our inquiry allowed us to resignify our thematizations and renegotiations by considering the literature and to co-create experiential transformative knowledge in the ETEP as participants generated personal  ... 
doi:10.5294/laclil.2018.11.1.7 fatcat:c6xqszdk7jd6zml4ycbmxy4mga

Creating visual explanations improves learning

Eliza Bobek, Barbara Tversky
2016 Cognitive Research  
We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding).  ...  The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized.  ...  We are grateful to James E. Corter for his helpful suggestions and to Felice Frankel for her inspiration.  ... 
doi:10.1186/s41235-016-0031-6 pmid:28180178 pmcid:PMC5256450 fatcat:ixlqlg4lsjfhjb4tfjzmnv74iu

Neural Estimates of Imagined Outcomes in the Orbitofrontal Cortex Drive Behavior and Learning

Yuji K. Takahashi, Chun Yun Chang, Federica Lucantonio, Richard Z. Haney, Benjamin A. Berg, Hau-Jie Yau, Antonello Bonci, Geoffrey Schoenbaum
2013 Neuron  
The orbitofrontal cortex is a key candidate for where the process of imagining likely outcomes occurs; however, its precise role in generating these estimates and applying them to learning remain open  ...  Imagination, defined as the ability to interpret reality in ways that diverge from past experience, is fundamental to adaptive behavior.  ...  This ability to imagine new outcomes-to expect or anticipate outcomes that have never before been receivedcan also facilitate learning if those imagined or estimated outcomes turn out to be incorrect.  ... 
doi:10.1016/j.neuron.2013.08.008 pmid:24139047 pmcid:PMC3806218 fatcat:sijnsfnakndhdpeigwfgxrdvyq
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