Bartelt W., Ranjeet T. & Saha A. (2018) Meta-engineering: A methodology to achieve autopoiesis in intelligent systems. In: Samsonovich A. V. (ed.) Biologically inspired cognitive architectures meeting. Springer, Cham: 27–36.
Bartelt W., Ranjeet T. & Saha A.
(
2018)
Meta-engineering: A methodology to achieve autopoiesis in intelligent systems.
In: Samsonovich A. V. (ed.) Biologically inspired cognitive architectures meeting. Springer, Cham: 27–36.
Engström A. (2020) Encouraging, Strong Claims, but Scant Support. Constructivist Foundations 15(2): 101–103. https://cepa.info/6326
Engström A.
(
2020)
Encouraging, Strong Claims, but Scant Support.
Constructivist Foundations 15(2): 101–103.
Fulltext at https://cepa.info/6326
Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash. Abstract: Murphy and Gash present an encouraging approach focusing on meta-learning for children in disadvantaged areas. It is an interesting field study, but nevertheless with defective research support, and it underrates the difficulties low achievers meet in learning mathematics.
Shine Thompson M. (2020) Growth Mindset and Constructivism in Irish Primary Schools: Implications of a Qualitative Study. Constructivist Foundations 15(2): 095–098. https://cepa.info/6324
Shine Thompson M.
(
2020)
Growth Mindset and Constructivism in Irish Primary Schools: Implications of a Qualitative Study.
Constructivist Foundations 15(2): 095–098.
Fulltext at https://cepa.info/6324
Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash. Abstract: I review some complexities, variables and problematics of growth-mindset research, the claims that can be made for its application, and possible avenues for future related research in the Irish educational context. My commentary responds to a qualitative study in an Irish primary school in a marginalised community, which found that a growth mindset intervention consisting of lessons affirming malleable intelligence positively impacted on the students’ meta-learning skills and self-empowerment.