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."


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Experimentation and Learning Theory
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 71 Number 3, 1970, p. 407-412
http://www.tcrecord.org ID Number: 1732, Date Accessed: 10/23/2017 11:26:34 AM

Purchase Reprint Rights for this article or review