tag:blogger.com,1999:blog-4786146320555125790.post8505841633848124284..comments2023-08-09T08:36:39.077-07:00Comments on Hake'sEdStuff: The ‘Teacher Effect’ - Response to Hansen #4Richard Hakehttp://www.blogger.com/profile/10753878005211770282noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4786146320555125790.post-80395549578120144572011-04-24T19:55:07.648-07:002011-04-24T19:55:07.648-07:00Dear "Imrryr",
Thanks for your comment....Dear "Imrryr",<br /><br />Thanks for your comment. Two points:<br /><br />1111111111111111111111111111111111111<br />1. You wrote: "I just took Vosniadou's course in concept learning. . . . . and it was a real eye opener about how complex learning occurs and does not." <br /><br />Thanks for reminding me of Stella Vosniadou's research on conceptual change. Her webpage Richard Hakehttps://www.blogger.com/profile/10753878005211770282noreply@blogger.comtag:blogger.com,1999:blog-4786146320555125790.post-5008613319453218782011-04-23T06:37:18.648-07:002011-04-23T06:37:18.648-07:00The Tribus quote is most relevant to really grasp ...The Tribus quote is most relevant to really grasp what you are saying, but until a person gets past that blockage all of the rest of the information you present is hard to conceptually integrate. I just took Vosniadou's course in concept learning (she was an invited scholar here at Carnegie Mellon) and it was a real eye opener about how complex learning occurs and does not. Richard, do I Philhttps://www.blogger.com/profile/01422840339760577626noreply@blogger.com