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Learning morphological phenomena of modern Greek an exploratory approach

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Author(s): Y. Kotsanis | A. Kokkinos Dimitrios | A.G. Manousopoulou | G. Papakonstantinou

Journal: Research in Learning Technology
ISSN 2156-7069

Volume: 4;
Issue: 3;
Date: 2011;
Original page

ABSTRACT
Educational technology is influenced by and closely related to the fields of generative epistemology, Artificial Intelligence, and the learning sciences. Relevant research literature refers to the term constructionism (Papert, 1993) and exploratory learning (diSessa et al, 1995). Constructionism and exploratory learning are a synthesis of the constructivist theory of Piaget and the opportunities offered by technology to education on thinking concretely, on learning while constructing intelligible entities, and on interacting with multimedia objects, rather than the direct acquisition of knowledge and facts. These views are based on the approach that learners can take substantial control of their own learning in an appropriately designed physical and cultural environment (Harel, 1991). In parallel, most of the studies of the Vygotskian framework focus on the role of language in the learning procedure, considering conceptual thought to be impossible outside an articulated verbal thinking. Moreover, the specific use of words is considered to be the most relevant cause for childhood and adolescent differentiation (Vygotsky, 1962).
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