@article {764,
	title = {MIND THE GAP {\textendash} THE IMPORTANCE OF REFLECTING ON DIFFERENT NOTIONS OF LEARNING AND KNOWLEDGE WITHIN AND BETWEEN COGNITIVE AND EDUCATIONAL SCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {123-130},
	abstract = {Cognitive and educational sciences share a fundamental interest in learning. While theoretical bases and practical interests seem to match well at first sight, it is well worth to take a closer look. In the different disciplines involved in the Cognitive Sciences there is a large number of approaches to study learning, but closer glance reveals a limited number of ways to conceptualize learning. In its short history, the field has seen some paradigm shifts, which changed the way we look at human cognition and thus at learning. It is worth noting that each paradigm also transports an implicit notion of knowledge.
 In the field of education we find these paradigms as different learning theories, which in turn determine approaches to teaching and learning. Dealing with knowledge is central to educational practice. Furthermore, educational research indicates that our personal concept of knowledge qualitatively influences the way students learn. Thus there is a deep, but the intricate relationship between our concepts learning and knowledge.
 If the interaction between the two fields is to go beyond the (often unsatisfying) attempt to find direct-to-classroom recipes, explicit concepts of learning and knowledge must be the starting point for any successful interdisciplinary collaboration.},
	keywords = {cognitive sciences, knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.123},
	url = {http://oaji.net/articles/2014/457-1413728505.pdf},
	author = {Brigitte   R{\"o}mmer-Nossek}
}
