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dc.contributor.authorMargulieux, Lauren
dc.date.accessioned2022-02-03T16:20:19Z
dc.date.available2022-02-03T16:20:19Z
dc.date.issued2022-01-13
dc.identifier.urihttp://hdl.handle.net/1853/66229
dc.descriptionPresented online via Bluejeans Events on January 13, 2022 at 12:30 p.m.en_US
dc.descriptionLauren Margulieux is an Assistant Professor of Learning Sciences at Georgia State University. Her research interests are in educational technology and online learning, particularly for computing education.en_US
dc.descriptionRuntime: 50:11 minutesen_US
dc.description.abstractEducation research frequently calls for theory-building work to better explain the mechanisms of how people learn. This talk discusses two theories developed based on a synthesis of work across multiple education-related fields to explain phenomena frequently seen in STEM education. The first theory, Spatial Encoding Strategy theory, proposes a mechanism to explain how spatial skill training improves generalized problem solving while other forms of brain training produce only localized results. It draws upon work in discipline-based education, cognitive psychology, neuroscience, and learning sciences. The second theory, Multiple Conceptions theory, proposes a mechanism to explain how both direct instruction and constructivist instructional approaches can be designed to guarantee successful results. It draws upon instructional approaches from various STEM fields and educational psychology.en_US
dc.format.extent50:11 minutes
dc.language.isoen_USen_US
dc.relation.ispartofseriesGVU Brown Bag;
dc.subjectInstructional designen_US
dc.subjectLearning theoryen_US
dc.subjectSpatial skillen_US
dc.titleBuilding Theory in STEM Education Research: Spatial Encoding Strategies Theory and Multiple Conceptions Theoryen_US
dc.typeLectureen_US
dc.typeVideoen_US
dc.contributor.corporatenameGeorgia Institute of Technology. GVU Centeren_US
dc.contributor.corporatenameGeorgia State University. Dept. of Learning Sciencesen_US


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