(661.pdf) TEACHING AND LEARNING IN THE DIGITAL AGE WITH PEDAGOGY FOR CONCEPTUAL THINKING AND PEER COOPERATION

摘要

The important role of conceptual thinking in learning for deep comprehension is now widelyrecognized. Still, traditional pedagogy and learning assessments focus on rote learning, memory offacts, and correct execution of problem-solving procedures presented through structured items suchas true/false and multiple-choice questions. In contrast, teaching and learning in the digital age isfacilitated by pedagogy for conceptual thinking and peer cooperation that enhance ways of thinkingthat explore patterns of equivalence-of-meaning among ideas, relations, and underlying issues; focuslearners' attention on meaning, and enhances their understanding of representations that may beencoded in different sign systems, but share equivalence-of-meaning. Evolution of pedagogy forconceptual thinking and peer cooperation follow insights from several recent developments, including:The emerging digital cyber-infrastructure of networked information; analysis of patterns of content andstructure of labelled patterns in human experience that led to the emergence of concept science;research in neuroscience and brain imaging that provide experimental support to the semioticconstruct 'representational competence', demonstrating that exposure of learners to multi-semioticinductive questions enhance cognitive control of inter-hemispheric attentional processing in the lateralbrain, and increase higher-order thinking; the key role of 'knowledge of being observed' in peercooperation driven by reputation for enhancing the common good.