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domains of natural and particularly social/behavioural sciences, theory building is the See also: [[social computing]] and [[virtual environment]]s.

...o include the self-regulation of motivation, the learning environment, and social supports for self-directedness.}} (Zimmerman et al. (1992: 664) ...e goals, extrinsic rewards, task value, interest, mastery goals, efficacy, cognition, help seeking, environment, attention, willpower, emotion, other motivation

#* .... in particular in social sciences where man is subject and object, observer and observed and where m ** you believe in a marxist activity-based scheme of looking at social phenomena

...sting independent of the mind of individuals, and is transferred "inside". Cognition is the rule-based manipulation of these symbols...this school of thought be ...ose mental activities...thinking is grounded in perception of physical and social experiences, which can only be comprehended by the mind. What the mind prod

...n rules. This model acknowledges the declarative and procedural aspects of cognition.}} ([http://tip.psychology.org/concept.html TIP -Concepts], {{retr}}) ...F. Rouet, J. J. Levonen, A. P. Dillon et R. J. Spiro (dir.), Hypertext and cognition (pp. 43-72). Mahwah, NJ: Lawrence Erlbaum.

...g about learning that will allow our understanding of cognition and social cognition to have impact in education. JLS publishes research articles that advance o ...s scheme reflects the debate about research "paradigms" that has dominated social science research literature for decades. For example, Soltis (1992) claims

# Then, MBD proceeds by investigating the environmental needs and social context necessary for making those affordances recognizable and graspable. * Klahr, D. (2000). Exploring Science: The Cognition and Development of Discovery Processes. MIT Press, Cambridge, MA.

...escribed as a programmable modeling environment for simulating natural and social phenomena. {{quotation|NetLogo is particularly well suited for modeling com ...onstructed large numbers of models of complex phenomena in the natural and social worlds. The Models Library that comes with NetLogo covers phenomena in biol

Design-based research uses the full range of social science methodologies, but if faces specific challenges (most of which can ...ice exceptional children: Toward an integration of motivation, emotion and cognition factors for a technology-based intervention. In Dai, D.Y. (Ed.), Design Res

...itation and management of sustainable transformations, whether individual, social, structural or institutional. In this respect, most pedagogies should be re ...e notices that TP is still an ongoing process shifting over time to follow social transformation:

...ivist]] in nature and explain behavior as as response to psychological and social needs. The relation between need and motivation can be described as a feedb ===Needs, goals and social interaction. ===

<p>Triangulation of personal/ social feedback</p> &amp; distributed cognition (metacognition).</p>

<td>Social practice, "knowing in action"</td> <td>Action in (complex and social) situations</td>

...rs can display their badges online and can share badge information through social networks. ...ital badge identified a wide variety of uses, such as sharing them through social media and printing off a hard copy certificate. Others were uncertain about

...l practices of joint meaning-making, rather than individuals' practices in social settings. ...social is grounded in individual activities; concepts of praxis, activity, social reproduction, structuration and enactment begin to address this dialectic.

...ientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty five years of progress (pp. 263–305). Mahwah, NJ: * Roehler, L. R., & Cantlon, D. J. (1997). Scaffolding: A powerful tool in social constructivist classrooms. In K. Hogan & M. Pressley (Eds.), Scaffolding st

...testifies to their specialisation and becomes one of the factors of their social recognition. But, while the textbook officializes and consolidates, it also ...text is end-directed towards an exam or outcome reflecting a goal-carrying social value. (Issit, 2005: 689)

See also: [[Shared cognition]], [[learning analytics]] ...ed in. Greenberg (1996) thinks that this type of awareness plays a role of social glue between people.

...ources, i.e. what is called progressive education in the US, [[distributed cognition]] and [[Community of practice|apprenticeship learning]], critical pedagogy ...Wenger <ref name=":0">Wenger, Etienne. (2000), Communities of Practice and Social Learning Systems, Organization, Volume 7(2): 225-246</ref> identity is what

...icroworld must be defined at the interface between an individual user in a social context and a software tool possessing the following five functional attrib ...g Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. [http://inkido.indiana.edu/research/onlinema