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Published on: 2013-10-24
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Original language: English
Certain basic assumptions, essential to any scientific activity, are sometimes called theories. That nature is orderly rather than capricious is an example. Certain statements are also theories simply to the extent that they are not yet facts. A scientist may guess at the result of an experiment before the experiment is carried out. The prediction and the later statement of result may be composed of the same terms in the same syntactic arrangement, the difference being in the degree of confidence. No empirical statement is wholly non-theoretical in this sense, because evidence is never complete, nor is any prediction probably ever made wholly without evidence. The term "theory" will not refer here to statements of these sorts but rather to any explanation of an observed fact which appeals to events taking place somewhere else, at some other level of observation, described in different terms, and measured, if at all, in different dimensions. Research designed with respect to theory is also likely to be wasteful. That a theory generates research does not prove its value unless the research is valuable. Much useless experimentation results from theories, and much energy and skill are absorbed by them. Most theories are eventually overthrown, and the greater part of the associated research is discarded. This could be justified if it were true that productive research requires a theory, as is, of course, often claimed. It is argued that research would be aimless and disorganized without a theory to guide it. The view is supported by psychological texts that take their cue from the logicians rather than empirical science and describe thinking as necessarily involving stages of hypothesis, deduction, experimental test, and confirmation. But this is not the way most scientists actually work. It is possible to design significant experiments for other reasons and the possibility to be examined is that such research will lead more directly to the kind of information that a science usually accumulates. Chris Argyris: theories of action double-loop learning ... Chris Argyris: theories of action double-loop learning and organizational learning. The work of Chris Argyris (1923-2013) has influenced thinking about the ... Chapter 3 Applying Learning Theories to Margaret M ... Chapter 3 Applying Learning Theories to Healthcare Practice Margaret M. Braungart Richard G. Braungart KEY TERMS learning information processing Learning theory (education) - Wikipedia Learning theories are conceptual frameworks in which knowledge is absorbed processed and retained during learning. Cognitive emotional and environmental ... learning_theories_full_version - Patsula Applying Learning Theories to Online Instructional Design. By Peter J. Patsula Sookmyung Women's University Seoul. 1999. Introduction. The following tutorial ... Paradigms Learning Theories Learning theories tend to fall into one of several perspectives or paradigms including behaviorism cognitivism constructivism and others. Here are some of the ... ADDIE Model - Learning Theories The five phases of ADDIE are as follows: Analysis. During analysis the designer identifies the learning problem the goals and objectives the audiences needs ... Learning Theories - emTech Consulting Links to learning theory sites ... Animal Trainer's Introduction to Operant & Classical Conditioning - Stacy Braslau-Schneck This page attempts to explain Operant ... Theories of Learning - SlideShare In this chapter of Effective HR Theories of Learning is explained. This chapter covers topics like understanding what learning is the classification of ... Learning Theories - The Theory Into Practice Database ... Cognitive Dissonance (L. Festinger) Overview: According to cognitive dissonance theory there is a tendency for individuals to seek consistency among their cognitions ... Learning Theories & Theorists - Aussie Educator Many Learning Theories have been developed over a long period of time though a majority of those now in use have arisen in the last century or so.
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