April 27, 2022
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli. More active concepts of learning took hold (“constructivism”), and with “social constructivism” the terrain is not restricted to what takes place within individual minds but as the interaction between learners and their contextual situation. There has been a parallel move for research to shift from artificial exercises/situations to real-life learning in classrooms and hence to become much more relevant for education. The current understanding of learning, aimed at promoting 21st century or “adaptive” competence, is characterized as “CSSC learning”: “constructive” as learners actively construct their knowledge and skills; “self-regulated” with people actively using strategies to learn; “situated” and best understood in context rather than abstracted from environment; and “collaborative” not a solo activity.
De Corte’s work defines how learning is currently understood to be an active, self-regulated, social experience rooted in authentic context. MARIO, in all aspects, espouses this view of learning. It is fundamental to how MARIO defines the learner’s role.
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
19 Sep 2024
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
11 Aug 2024Curious how MARIO Education can enhance your school’s advisory or learning support programs? Schedule a no-obligation demo with our team and discover how our innovative tools and 1-to-1 learning conversations can elevate student success and well-being in your school. Book your demo today!