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There are three main categories or philosophical frameworks under which learning
theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only
on the objectively observable aspects of learning. Cognitive theories look beyond
behavior to explain brain-based learning. And constructivism views learning as a
process in which the learner actively constructs or builds new ideas or concepts.
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p 1 Behaviorism
p 2 Cognitivism
p Constructivism
p Informal and post-modern theories
p 5 Other learning theories
p ] Criticism
p V Other interests
p x See also
p 9 References
p 10 Further reading
p 11 External links
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Main article: Cognitivism (psychology)
Once memory theories like the Atkinson-Shiffrin memory model and Baddeley's
working memory model were established as a theoretical framework in cognitive
psychology, new cognitive frameworks of learning began to emerge during the
19V0s, x0s, and 90s. Today, researchers are concentrating on topics like cognitive
load and information processing theory. These theories of learning play a role in
influencing instructional design.[m] Aspects of cognitivism can be found in
learning how to learn, social role acquisition, intelligence, learning, and memory as
related to age.
Other concerns are the origins of the drive for learning[m]. Some[m] argue
that learning is primarily self-regulated, and that the ideal learning situation is one
dissimilar to the modern classroom[m]. Critics argue that students learning in
isolation fail[m].
Multimedia learning theory focuses on principles for the effective use of multimedia
in learning.
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Criticism of learning theories that underlie traditional educational practices claims
there is no need for such a theory. The attempt to comprehend the process of learning
through theory construction has created more problems than it has solved. It further
claims that in order to make up for the feeling of inadequacy in confronting a process
that we don't really comprehend, we label something "learning" and measure it. Then
we're comfortable, because at least then we have the feeling that we have a grasp on
the problem. We don't really follow the process, but in lieu of a profound
understanding of what's going on, we find something and say, "Let's declare that to be
learning, by consensus." This is basically what the entire educational system the
world over has done: quantify learning by breaking it up into measurable pieces-²
curricula, courses, hours, tests, and grades. The assumption is that psychologically
one knows enough about the mind to identify aptitudes: the accepted (knowledge-
based) conception of learning identifies four assumptions of the accepted view of
learning: that (some) one knows ought to be learned by people, it ought to
be learned, m it ought to be learned, and by m each thing ought to be learned.
Together these assumptions are the lenses through which people have been socialized
in our culture to judge whether learning is occurring or not; and a further assumption
is that once one knows aptitudes, one also knows how to track a person so he will in
fact reach the goal that is being set out for him. The whole approach is the ultimate in
pedagogical and psychological technology. The only trouble is that it is humanly
absurd. In this society, such a process is exceptionally subtle, because it involves an
authoritarian approach within a free culture. By employing a variety of ruses the
system produces a process which allows it to inhibit personal freedom without really
feeling that this is what is going on. The person doesn't feel that something arbitrary
is being done to him²which is in fact what is happening.