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Conceptualizations and Characteristics of Learning

This document presents information about learning and teaching from different perspectives. It defines learning and distinguishes between several types such as receptive learning, discovery learning, and meaningful learning. It also summarizes the main theories of learning, including behaviorist, cognitive, and information processing theories. Furthermore, it analyzes three views of teaching and provides a historical perspective on this concept.

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27 views5 pages

Conceptualizations and Characteristics of Learning

This document presents information about learning and teaching from different perspectives. It defines learning and distinguishes between several types such as receptive learning, discovery learning, and meaningful learning. It also summarizes the main theories of learning, including behaviorist, cognitive, and information processing theories. Furthermore, it analyzes three views of teaching and provides a historical perspective on this concept.

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Autonomous University of Santo Domingo

General Didactics
Walkaris Valdez
100637060
Section: 63

a. Conceptualizations and characteristics of learning.

Learning is understood as the process through which humans acquire


to modify or changethe skills,skillsknowledgeor behaviors,as a result of
direct experience, study, observation, reasoning or instruction.
In other words, learning is the process of forming experience and
adapt it for future occasions: learn.

It is not easy to talk about learning, as there are various theories and
approaches to the fact. What is clear is that human beings and the
superior animals are endowed with a certain capacity for adaptation of the
behavior and problem-solving that can be a result of pressure
environmental or fortuitous events, but also from a voluntary process (or not)
of teaching.

Human learning is linked to personal development and occurs from the


the best way when the subject is motivated, that is, when they have
desire to learn and strives to do so. To this end, he/she employs his/hermemoryhis
attention span, logical or abstract reasoning and various
mental tools that psychology studies separately.

As more is learned about the dynamics of learning, on the other hand,


better educational strategies can be designed and a better can be obtained
benefit from innate mental abilities of thehuman [Link] managers
that is what the educators are.

Inpsychologylearning as a process is of great interest. In fact,


there is a whole branch of psychology dedicated to it: the psychology of
learning. Its approach is divided into two opposing perspectives: the behavioral
and the cognitive.

The first part of the observable perception of behavioral changes in the


individual after perceiving certain stimuli, and the subsequentanalysisof if
these changes are temporary or permanent. The second, on the other hand, is
occupies the processes behind behavior, which are related to the
information processing by the individual.

Along with thepedagogythe psychology of learning is part of the


main disciplines of school and academic application, guiding their
processes and defining themobjectivesto achieve, both as a criterion of
assessment to determine how close one is to doing it.
b. Theories and types of learning.

Types of learning

Pedagogy, as the science of studying learning, distinguishes between the


following types of this:

• Receptive learning. Those learning dynamics in which the


the subject that learns must only understand, comprehend, the content
in order to reproduce it later, without any kind of mediation
personal discovery.
• Discovery learning. In contrast to the previous one, it implies that
the subject who learns does not receive information passively, but rather
discover the concepts and relationships according to your own cognitive framework.
• Repetitive learning. It is based on the repetition of the content.
learning, to fix it in memory. It is known as 'caletre' or
learn by heart
• Meaningful learning. One that allows the subject to apply in
relate the new content to what you already know, incorporating it and
arranging it to make sense as one learns.
• Observational learning. It is based on the observation of
behavior of another, considered a model, and the subsequent repetition
behavioral.
• Latent learning. this case self acquire new
behaviors that remain hidden (latent) until they are received
a stimulus to manifest it.
• Learning by trial and error. Behavioral learning through
excellence, in which an answer to a problem is tested as many times
as many times as necessary to vary and find the right one.
• Dialogic learning. Supported by dialogue among equals, such as
what the ancient Greek philosophers did (hence the Dialogues of Plato).

Learning theories

There are countless theories about learning, as it is a field


in continuous development. However, the main and most well-known are:

• Behaviorist theories, such as classical conditioning


of Pavlov, Skinner's behaviorism, or Bandura's social learning
it is a set of different theories that have in common the
consideration of stimulus and response as the basis of learning. A
negative stimulus will discourage a behavior, while a positive one
will reinforce it.
• Cognitivetheories. Subsequent to behavioral theories, share with
they are some of their principles, but emphasizing the role much more
active of the one who learns, since they employ their mental frameworks in it
and his encyclopedia of the world, based on what he finds meaningful.
Examples of them are Piaget's constructivism, learning
significant of Ausubel and Novak, Merrill's cognitivism, or Topology
of Gagné's learning.
• Theories of information processing. Such as
Siemens' connectivism offers an explanation of the processes
internals of learning based on interconnection and the idea of networks.

c. Conceptual approach to teaching


The conceptual field of lifelong education refers to a
wide variety of learning formats that occur in a
diversity of situations throughout life. In its aspect
Academically, the subject of Permanent Education has had a long
tradition in the studies of Pedagogy and in the degrees in the field of
the Sciences of Education in general. It is currently present
in most curricula and in recent years their
proposals have grown in importance as the context
social and economic aspects of developed societies demand a greater
ability to acquire skills during the stages of life that
they occur after the phase of compulsory schooling and education
superior.

This situation of centrality and the long trajectory of the field of study
from lifelong education, it is appropriate to try to establish the
conceptual and applied axes that allow describing the discipline and that
they explain their consideration as a reference subject in the plans of
educational studies. This document presents a brief
introduction to the dimensions that shape the discipline and which
they can eventually be developed in a didactic and operational key in the
subject programs.

The triple vision of teaching


We can talk about three great visions of what it means to learn:

Learning consists of being taught. A passive process of acquisition


knowledge, with predictable and measurable results. Knowledge is something
what exists out there and what needs to be instilled in the minds of learners,
so teaching is equivalent to communicating ideas and thoughts and
Learning is equivalent to listening or reading. It is the dominant view in our society.
and which largely supports the way our are conceived
formal educational systems: we have the compendiums of knowledge
what needs to be transmitted (curriculum), the basic instructions on how to
transmit them (teaching) and with the exams we verify their acquisition
(evaluation).

Learning consists of generating personal meaning. An active process that


it involves giving meaning to the environment based on experiences and knowledge
previous ones, as well as setting future goals and visions of oneself. The
knowledge here is not conceived as something external that precedes the mind
of people, but as something that they actively elaborate on
interaction with the environment, based on evidence, argumentation and
personal construction. This vision assumes shifting the focus of attention from the teacher
to the student: from teaching to learning.

Learning consists of building knowledge by doing things with


others. An active process that involves generating new knowledge from the
collaboration and dialogue with other people. The premise from which this stems
the vision is that knowledge is constructed collectively in the context of
social interactions. Dialogue and participation are considered
group or community activities are the main drivers of
learning.

e. Historical perspective of teaching


The concept of education can be understood in three alternative ways,
at the same time complementary:
1- The act of shaping a person with a set of values
characteristic of the cultural code of the society in which it coexists:
norms, moral values, etc.
2- The process by which a person acquires knowledge.
3- The objective and outcome of this process.
It follows from this that this concept, or rather its content, is relative to
specific social environment.
Education is a manifested reality, therefore, in a temporal realm and
specific socio-political; it is therefore not unexpected to find that both their
formal content as their curricular materialization has been modified
substantially over time, as they have evolved
societies and the technology itself.

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