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Theoretical Description of Teaching-Learning Processes: A Multidisciplinary Approach

Clelia M. Bordogna and Ezequiel V. Albano
Phys. Rev. Lett. 87, 118701 – Published 27 August 2001
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Abstract

A multidisciplinary approach based on concepts from sociology, educational psychology, statistical physics, and computational science is developed for the theoretical description of teaching-learning processes that take place in the classroom. The emerging model is consistent with well-established empirical results, such as the higher achievements reached working in collaborative groups and the influence of the structure of the group on the achievements of the individuals. Furthermore, another social learning process that takes place in massive interactions among individuals via the Internet is also investigated.

  • Received 9 August 2000

DOI:https://doi.org/10.1103/PhysRevLett.87.118701

©2001 American Physical Society

Authors & Affiliations

Clelia M. Bordogna1,2 and Ezequiel V. Albano1

  • 1Instituto de Investigaciones Fisicoquímicas Teóricas y Aplicadas, (INIFTA), CONICET, UNLP, Sucursal 4, Casilla de Correo 16, (1900) La Plata, Argentina
  • 2IMApEC, Facultad de Ingeniería, UNLP, La Plata, Argentina

See Also

The Physics of Teaching Physics

Geoff Brumfiel
Phys. Rev. Focus 8, 12 (2001)

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Issue

Vol. 87, Iss. 11 — 10 September 2001

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