Abstract
The nature of learning, dominated by behaviourist models in the first half of the 20th century, became more complicated in the second half with the cognitive revolution (Harre & Gillett, 1994). In the 21st century, new paradigms for learning are emerging, making the nature and evolution of learning a site of controversy. For example, Sfard (1998) presents two metaphors for learning mathematics— learning as acquisition versus learning as participation. Others have also proposed alternative models of learning (e.g., Kirshner, 2002; Lehrer & Schauble, 2006).
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Forman, E.A. (2012). Reassessing the Nature of Learning in a Science or Mathematics Classroom. In: Kaur, B. (eds) Understanding Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-864-3_2
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