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Experimentation and Learning Theory


by Morris L. Bigge 1970

Dr. Bigge is Professor of Educational Foundations at Fresno State. Here, seeking a theoretical basis for reflective teaching, he examines some of the paradigms which have emerged in the development of a science of learning. The behaviorists, he believes, have never moved far enough beyond the S-R approach with its presumption of a passive, reactive learner. Drawing his conception of reflective teaching from Deweyan experimentalism, Professor Bigge concludes that cognitive-field learning theory provides a paradigm most suggestive for "problem-centered, exploratory teaching."


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Cite This Article as: Teachers College Record Volume 71 Number 3, 1970, p. 407-412
http://www.tcrecord.org ID Number: 1732, Date Accessed: 5/29/2017 11:13:40 AM

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