Understanding Learning and Acquisition of Knowledge Essay Sample free essay sample

Educators have realized that for the pupils to be successful in life they need to be womb-to-tomb scholars. Many pedagogues have attempted to specify acquisition. Some of these definitions are excessively complicated to hold significance. Others are non wide plenty in their range. Possibly the best definition. particularly where pedagogues are concerned. is the definition which puts accent on the student’s ability to execute as the consequence of acquisition. Nature of Learning †¢ Ornstein ( 1990 ) – acquisition is a brooding procedure whereby the scholar either develops new penetrations or alterations or restructures his mental procedure. †¢ Lardizabal ( 1991 ) acquisition is an incorporate. ongoing procedure happening within the person. †¢ Slavin ( 1995 ) acquisition is a alteration of single cause by experience. †¢ Calderon ( 1998 ) acquisition is the acquisition through ripening and experience of new and more cognition. accomplishments. and attitudes that will enable the scholar to do better. Theories of Learning Introduction Theories are statements that explain a certain event or phenomena. We will write a custom essay sample on Understanding Learning and Acquisition of Knowledge Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This study discusses different theories that explain how learning occurs in scholars. therefore. the learning theories. These learning theories are classified among the Behavioral Theories. Cognitive Theories. and Constructivist Theories. However. even though there are a batch of theories which explain how learning occurs. there is no individual perfect theory that can explicate all as larning depends besides on the scholars. the instructor and the environment that they have. Behavioral Theories Among the Behavioral Theories are the well-known theories like Ivan Pavlov ‘s Classical Conditioning Theory. Thorndike’s Stimulus-Response Theory. B. F. Skinner’s Operant Conditioning and Albert Bandura’s Social Learning Theories. 1. Ivan Pavlov’s Classical Conditioning Ivan Pavlov based his theory from his experiment on the digestive procedure of Canis familiariss where he found that the Canis familiariss respond to impersonal stimulation when it is associated with a learned stimulation. From this experiment he besides concluded the ways of larning in worlds. He formulated constructs like stimulus generalisation. favoritism. and extinction which all negotiations about how scholars respond to assorted stimulations. 2. Thorndike’s Stimulus-Response Theory Thorndike’s theory has a small resemblance to Pavlov’s theory such that his theory besides uses stimulations and responses. Thorndike did a cat experiment and from it. he concluded that stimulation can motivate responses. Furthermore. a behaviour which gives a pleasant effect is more likely to be repeated. and a behaviour which consequences to bad effect is be givening non to be repeated. This led him to explicate the Law of Effect. He besides formulated the Law of Readiness which exemplifies the importance of the preparedness of scholars in larning for them to non be forced to larn or make some activities. He besides formulated the Law of Exercise which emphasizes the significance of exercising or uninterrupted pattern or making of a certain activity can the scholar truly appreciate and perfect it. 3. B. F. Skinner’s Operant Conditioning Skinner’s Operant Conditioning highlights the usage of pleasant and unpleasant effects to alter behaviour. These pleasant or unpleasant effects are called supports. Supports are any behavioural effect that strengthens ( that is. increases the frequence of ) a behaviour. It increases the likeliness of the return of a peculiar type of response. It can be classified into positive and negative supports and primary or secondary supports. 4. Albert Bandura’s Social Learning Theory Different from the first three. Albert Bandura argued that much of human acquisition is non shaped by its effects but is more expeditiously learned straight from a theoretical account. For him. mold is so of import for scholars. They can easy larn if they look to person or something to copy. Cognitive Theories Cognitive theories. on the other manus. take the position that pupils actively process information and acquisition takes topographic point through the attempts of the pupil as they organize. shop and so happen relationships between information. associating new to old cognition. scheme and books. It emphasizes how information is processed. Among the cognitive theories of larning are Bruner’s Cognitive Learning Theory. Ausubel’s Meaningful Learning Theory and Gagne’s Cognitive Learning Theory. 1. Bruner’s Cognitive Learning Jerome Bruner emphasized on find and â€Å"hands on† acquisition. He argued that we should learn the ‘structure’ of the topics. He advocated the debut of the existent procedure to pupils. He besides formulated the construct of Discovery Learning which is an instructional attack that provides pupils with informations and so requires them to treat this information into meaningful abstractions. Through this. Bruner hoped to do pupils active enquirers in the topic they are analyzing. 2. Ausubel’s Meaningful Learning Theory Ausubel concluded here that scholars have the capableness to turn potentially meaningful stuff into existent meaningfulness. therefore. meaningful acquisition. 3. Gagne’s Cognitive Learning Theory This theory built upon behaviourist and cognitive theories to urge attacks to direction. Dealt peculiarly with jobs in finding merely what accomplishments and cognition are required for person to be an effectual performing artist at a given occupation. He proposed that larning is like constructing procedure which utilizes a hierarchy of accomplishments that increase in complexness. 4. Constructivist Learning Theories Constructivism. peculiarly in its societal signifiers. suggests that the scholar is much more actively involved in a joint endeavor with the instructor in making ( building ) new significances. Constructivist Teaching and Learning Principles 1. Learners have their thoughts 2. Learners need first-hand experiences. 3. Learners like their thoughts 4. Learners see what they want to see 5. Learners frequently are non cognizant of what they know IDENTIFYING AND ARTICULATING LEARNING OBJECTIVES Aims are statements of what will be achieved as a consequence of the direction the instructor is planing. Lesson or instructional aims are besides called public presentation aims. Performance Aims ? Are objectives that stipulate what the scholar will be able to make when the instructional event concludes? ? It besides refers to student command of the content of the lesson such as facts. constructs. accomplishments. and generalisations. ? It besides includes a root plus three constituents: targeted pupil public presentation. a description of the method for measuring the intended public presentation. and a standard for mensurating success. ? Another function of public presentation aims is to guarantee that the instruction and larning experience includes a full scope of cognitive degrees. from simple callback of facts to higher-end critical thought. BLOOM’S TAXONOMY Bloom’s Taxonomy includes six degrees of knowledge runing from callback of cognition to rating of cognition. Each of these degree is described along with verbs that might be used in aims that are aimed at that degree of thought ( Elliot et. Al. . 1996 ) Six Levels of Cognition Cognition: This degree of knowledge includes of memorising. or acknowledging or remembering factual information. Aims at the cognition degree would include verbs such as list. place. name. recite. province and define. Comprehension: At this degree of knowledge. the accent is on forming. depicting. and construing constructs. Verbs used in aims at the comprehension degree might include describe. interpret. explain. illustrate. sum up. restate. and defend constructs or information. Application: The application degree of knowledge requires that the pupil use the information presented. work out jobs with it. and happen new ways of utilizing it. Objective verbs that would stand for outcomes at this degree of believing would include use. sort demonstrate. discover. predict. show. work out and compare. Analysis: This degree of taxonomy requires higher-level believing accomplishments such as happening implicit in constructions. dividing the whole into its constituents. placing motivations. and acknowledging concealed significances. Verbs used in aims at this degree might include analyze. ascertain. diagram. differentiate. discriminate. examine. determine. sort. look into. concept. and contrast. Synthesis: At this degree. the pupil is expected to make an original merchandise based on the cognition acquired. unite the thoughts presented into a new whole. or associate cognition from several country into a consistent construct. Action verbs in aims at the synthesis degree would include combine. compile. create. design. develop. expand. integrate. extend. originate. synthesise. and formulate. Evaluation: At this degree. the scholar is expected to do thoughtful value determinations with mention to the cognition ; decide differences andcontention ; and develop personal sentiments. judgements. and determinations. Objective verbs at this degree would include buttocks. review. justice. appraise. contrast. evaluate. weigh. and urge. Mention: †¢ Vega and Prieto ( 2006 ) . Facilitating Learning. Mandaluyong City: Books atbp. Publishing Corp.