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dc.contributor.authorLetrud, Kåre
dc.contributor.authorHernes, Sigbjørn
dc.date.accessioned2019-01-21T12:33:14Z
dc.date.available2019-01-21T12:33:14Z
dc.date.created2018-09-06T08:27:11Z
dc.date.issued2018
dc.identifier.issn2331-186X
dc.identifier.urihttp://hdl.handle.net/11250/2581535
dc.description.abstractThe family of cognitive models sometimes referred to as the “Learning Pyramid” enjoys a considerable level of authority within several areas of educational studies, despite that nobody knows how they originated or whether they were supported by any empirical evidence. This article investigates the early history of these models. Through comprehensive searches in digital libraries, we have found that versions of the Learning Pyramids have been part of educational debates and practices for more than 160 years. These findings demonstrate that the models did not originate from empirical research. We also argue that the contemporary Learning Pyramids, despite their continued modifications and modernizations, have failed to keep up with the developments of cognitive psychology. The conception of memory implied by the Learning Pyramids deviates significantly from the standard picture of human memory.nb_NO
dc.language.isoengnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleExcavating the origins of the learning pyramid mythsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.volume5nb_NO
dc.source.journalCogent Educationnb_NO
dc.identifier.doi10.1080/2331186X.2018.1518638
dc.identifier.cristin1607106
cristin.unitcode209,6,6,0
cristin.unitcode209,7,0,0
cristin.unitnameFaggruppe for filosofi
cristin.unitnameAdministrasjonen
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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