INNATE ORIENTATION FROM ACTION TO THEORY

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BEHRANGI M.R.

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Title

INNATE ORIENTATION FROM ACTION TO THEORY

Author(s)

BEHRANGI M.R. | Issue Writer Certificate

Keywords

INNATE ORIENTATIONQ3

CONSTRUCTIVISMQ2

EDUCATIONQ3

EDUCATIONAL COGNITIONQ3

Abstract

Many teachers have been introduced to the application of constructional philosophy in teaching during the past two decades; many have replaced traditional teaching methods with the new methods resulting from the application of constructional philosophy in teaching. Nowadays, in the post behaviorism and post-developmental psychology era, the necessity for applying constructional philosophy to EDUCATION is widely accepted and understood. Yet, the implication and the use of constructional philosophy for teaching and learning different subjects, has its own problems, disorders and ambiguities. The cases in use for CONSTRUCTIVISM have not been clear enough for teachers and experts to understand their meaning in relation to teaching and learning.In this article, INNATE ORIENTATION for learning could be considered as a more vivid, more complete, and more evident alternative for CONSTRUCTIVISM. It is claimed that this theory, far from disadvantages of CONSTRUCTIVISM, could take the innate capacity of learners as an incentive for all EDUCATIONal efforts including the learning of different subjects and curriculum branches, and deepen the effects of EDUCATION.This article with a short introduction provides a background for the innate oriented model of teaching as a substitute for teacher- and content-oriented teaching practices. It introduces and lists critical features discovered based on some related theoretical fields. To operationalize the listed features, it introduces four families of models of teaching and paves the way for their use. To clarify the feasibility of the introduced method for use in teaching and its evolutionary role in EDUCATION, a few samples of research carried out at different EDUCATIONal levels are explained. These research projects focus on a study of of 3rd and 4th grade science teachings at the elementary level, 5thgrade geography lessons teaching, English and Arabic lessons teaching at the 1st grade of guidance school, and teaching reading and writing at the 1st grade of elementary school. The article ends with some suggestions and recommendations.Applied results of the introduced method in this document are listed using certain statistical evidences, which include: the effect of more than two standard deviations or a difference of more than 80% in grades obtained compared to those of the control groups. These results support the explained model of teaching and ensure its success in practice. We, therefore, desire students' full individual development based on their innate abilities and EDUCATIONal cognition in classrooms where the innate model of teaching is put into practice.

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References

THE EFFECT OF USINGLLN IMAGE- CONCEPT APPROACH IN LEARNING GEOGRAPHY AMONG TEHRANI FOURTH GRADERS

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APA: Copy

BEHRANGI, M.R.. (2007). INNATE ORIENTATION FROM ACTION TO THEORY. JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS, 1(1), 1-22. SID. https://sid.ir/paper/137522/en

Vancouver: Copy

BEHRANGI M.R.. INNATE ORIENTATION FROM ACTION TO THEORY. JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS[Internet]. 2007;1(1):1-22. Available from: https://sid.ir/paper/137522/en

IEEE: Copy

M.R. BEHRANGI, “INNATE ORIENTATION FROM ACTION TO THEORY,” JOURNAL OF RESEARCH IN EDUCATIONAL SYSTEMS, vol. 1, no. 1, pp. 1–22, 2007, [Online]. Available: https://sid.ir/paper/137522/en

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