期刊名称：International Journal of Educational Psychology
电子版ISSN：2014-3591
出版年度：2015
卷号：4
期号：3
页码：252-279
DOI：10.17583/ijep.2015.896
出版社：Hipatia Press
摘要：This is a semester-long study of the development of first-person biofunctional understanding in educational psychology for teacher education majors. We defined biofunctional under-standing as a spontaneous intellectual capacity. To reach its deep biological levels, sculpted by countless evolutionary millennia, students identified and dwelled in writing on their biggest idea of every week for a semester. They stated the idea in a simple sentence and followed by writing a concise paragraph to contemplate on it. Control sections equated their biggest idea with one most important to learn through the conventional learning-testing cycle of deliberate knowledge internalization or construction. Experimental sections fought the learning-testing-cycle urge and sought by hindsight the biggest idea of the most striking revelation (MSR) delivered to their awareness spontaneously by the biofunctionalrevelationreflection cycle. Results showed that experimental condition outperformed the control in the development of their insightful understanding measured by a Levels of Revelatory Strikingness Scale (LRSS) suggesting that learners change their understanding as a function of their 1 st -person revelations than 2 nd /3 rd -person evidence.
