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learning: that learning is a process of active construction; that learning is a social phenomenon, as well as an individ-ual experience; and that learner differences are resources, not obstacles. In addition, we discuss one critical idea about what counts as knowledge and what students should learn: that students need to develop flexible ...
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Searches related to define extraordinarily learning in education theory
- Behaviorism
- Cognitivism
- Constructivism
- Piaget’s Theory of Cognitive Development
- Vygotsky’s Theory of Learning
- Zone of Proximal Development
- Bloom’s Domains of Learning
- Gagné’s Conditions of Learning
- Jerome Bruner
- Maslow’s Hierarchy of Needs
Behaviorism is based on the idea that knowledge is independent and on the exterior of the learner. In a behaviorist’s mind, the learner is a blank slate that should be provided with the information to be learnt. Through this interaction, new associations are made and thus learning occurs. Learning is achieved when the provided stimulus changes beha...
In contrast to behaviorism, cognitivism focuses on the idea that students process information they receive rather than just responding to a stimulus, as with behaviorism. There is still a behavior change evident, but this is in response to thinking and processing information. Cognitive theories were developed in the early 1900s in Germany from Gest...
Constructivism is based on the premise that we construct learning new ideas based on our own prior knowledge and experiences. Learning, therefore, is unique to the individual learner. Students adapt their models of understanding either by reflecting on prior theories or resolving misconceptions. Students need to have a prior base of knowledge for c...
Piagetis an interesting character in Psychology. His theory of learning differs from many others in some important ways: First, he focuses exclusively on children; Second, he talks about development (not learningper se) and Third, it’s a stage theory, not a linear progression theory. OK, so what’s he on about? Well, there are some basic ideas to ge...
Vygotskytakes a different approach to Piaget’s idea that development precedes learning. Instead, he reckons that social learningis an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development. Because of that, he argues that learning varies across cultures rather than being a universal pr...
He makes a big deal of the idea of the Zone of Proximal Developmentin which children and those they are learning from co-construct knowledge. Therefore, the social environment in which children learn has a massive impact on how they think and what they think about. They also differ in how they view language. For Piaget, thought drives language but ...
In 1956, American educational psychologist, Benjamin Bloom, first proposed three domains of learning; cognitive, affective and psycho-motor. Bloom worked in collaboration with David Krathwohl and Anne Harrow throughout the 1950s-70s on the three domains.
Robert Mills Gagné was an American educational psychologist who, in 1965 published his book “The Conditions of Learning”. In it, he discusses the analysis of learning objectives and how the different classes of objective require specific teaching methods. He called these his 5 conditions of learning, all of which fall under the cognitive, affective...
Bruner’s Spiral Curriculum
Cognitive learning theorist, Jerome Bruner based the spiral curriculum on his idea that “We begin with the hypothesis that any subject can be taught in some intellectually honest form to any child at any stage of development”. In other words, he meant that even very complex topics can be taught to young children if structured and presented in the right way. The spiral curriculum is based on three key ideas. 1. Students revisit the same topic multiple times throughout their school career. This...
Bruner’s 3 Modes of Representation
Following the idea of the spiral curriculum, Bruner presented the idea of three modes of representation. These modes of representation refer to the way knowledge is stored in memory. Unlike Piaget’s age-related stages, Bruner’s modes are loosely sequential. 1. Enactive (age 0-1 years).Representation of knowledge through physical actions. 2. Iconic (age 1-6 years).Visual representation of knowledge stored via visual images. 3. Symbolic (age 7+ years).The use of words and symbols to describe ex...
The basic premise for Maslow’s hierarchy of needs is that students progress through a set of sequential needs from physiological to self-actualization. As they move up through the levels, they feel more comfortable in their learning environment and have the confidence to push further. It’s important to note that any group of students will have lear...
What are learning theories in education, and how do they impact teachers and students? How many learning theories exist, in what key ways do they differ from each other, and what goals or objectives do they share in common?
special or overlapping theories of learning are constantly being developed, some of them referring back to more traditional understandings, others trying to explore new possibilities and ways of thinking.
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John Dewey (1859–1952) developed extraordinarily influential educational and social theories that had a lasting influence on psychology, pedagogy, and political philosophy, among other fields.
development of a range of empirical theories of learning; each claims to explain the origins of some aspect of learning. Before considering influential educational theo-ries of learning, in Chapter 2 we believe it is important to define the term ‘theory’ and to explore the differences between a theory and a philosophy.
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Sep 8, 2021 · A Vygotskian Concept of Education. In the first and second parts of this paper I introduced Vygotsky's concept of human evolution and outlined how he applied the idea of an “evolutionary leap” to his theory of individual learning and Development.
