{"title":"学习理论的演变:赞美科学推测","authors":"Patricia A. Alexander, P. Karen Murphy","doi":"10.1007/s10648-024-09865-2","DOIUrl":null,"url":null,"abstract":"<p>In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist, Joao Magueijo (2003), as an analogy to the processes and experiences that led to the Model of Domain Learning (1997, 2003)—her theory of academic development. Within the published text of her presentation, Alexander outlined the confluence of factors that instigate or inhibit scientific speculation and the conditions that transform such speculation into empirically supported theories. For this topical collection, the premises, factors, and conditions touched on in that keynote delivered 16 years ago will be revisited and re-examined in light of contemporary practices and prevailing orientations in educational psychology.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evolution of a Learning Theory: In Praise of Scientific Speculation\",\"authors\":\"Patricia A. Alexander, P. Karen Murphy\",\"doi\":\"10.1007/s10648-024-09865-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist, Joao Magueijo (2003), as an analogy to the processes and experiences that led to the Model of Domain Learning (1997, 2003)—her theory of academic development. Within the published text of her presentation, Alexander outlined the confluence of factors that instigate or inhibit scientific speculation and the conditions that transform such speculation into empirically supported theories. For this topical collection, the premises, factors, and conditions touched on in that keynote delivered 16 years ago will be revisited and re-examined in light of contemporary practices and prevailing orientations in educational psychology.</p>\",\"PeriodicalId\":48344,\"journal\":{\"name\":\"Educational Psychology Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":10.1000,\"publicationDate\":\"2024-02-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10648-024-09865-2\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-024-09865-2","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Evolution of a Learning Theory: In Praise of Scientific Speculation
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist, Joao Magueijo (2003), as an analogy to the processes and experiences that led to the Model of Domain Learning (1997, 2003)—her theory of academic development. Within the published text of her presentation, Alexander outlined the confluence of factors that instigate or inhibit scientific speculation and the conditions that transform such speculation into empirically supported theories. For this topical collection, the premises, factors, and conditions touched on in that keynote delivered 16 years ago will be revisited and re-examined in light of contemporary practices and prevailing orientations in educational psychology.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.