Approachesto Learning

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Albert Brown, ABD

Educación Tecnología

Approaches to Learning ,[object Object],[object Object],[object Object]

Grouping of Learning Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object]

Constructivist ,[object Object],[object Object],[object Object],[object Object],[object Object]

Behaviorist ,[object Object],[object Object],[object Object],[object Object],[object Object]

Humanist ,[object Object],[object Object],[object Object]

Cognitive ,[object Object],[object Object],[object Object]

Miscellaneous ,[object Object],[object Object],[object Object],[object Object],[object Object]

Comparison of Theories ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Comparison of Theories ,[object Object],[object Object],[object Object],[object Object]

References ,[object Object],[object Object]

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Cognitive approaches to second language learning Yaseen Taha PDF created with pdfFactory Pro trial version www.pdffactory.com u Schools of thought u cognitive approaches u Behaviourism u Learning strategies u Processing approaches PDF created with pdfFactory Pro trial version www.pdffactory.com What are the Schools of thought? PDF created with pdfFactory Pro trial version www.pdffactory.com Schools of thought Structural linguistics and behavioral psychology 1900s, 1940s, 1950s Generative linguistics and cognitive psychology 1970s, 1980s Constructivism 1980s, 1990s, 2000s PDF created with pdfFactory Pro trial version www.pdffactory.com What does cognitive theory mean? u A theory of learning processes that focuses on how people think, understand, and know. It does not specifies precisely what is learned, what content will be easiest (or most difficult) to learn, or what learners will select to learn at different stages of development or levels of mastery of a complex skill. It came about as a reaction to behaviorism. u A cognitive theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies. PDF created with pdfFactory Pro trial version www.pdffactory.com Important cognitive theorists u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom. PDF created with pdfFactory Pro trial version www.pdffactory.com Behaviourism u a highly influential academic school of psychology. It assumes that a learner is essentially passive, responding to environment stimuli. Believes that a learner starts out with a clean slate, and behavior is shaped by positive and negative reinforcement. Reinforcement, positive or negative increases the possibility of an event happening again. Punishment, both positive and negative, decreases the possibility of an event happening again. u It implies that the learner responds to environmental stimuli without his/her mental state being factor in the learners' behavior. Individual learns to behave through conditioning. PDF created with pdfFactory Pro trial version www.pdffactory.com Comparison between BEHAVIORIST theory and COGNITIVIST theory u Behaviorism is a learning theory u As a formation of habit, conditioning u Practice is necessary, constant repetition u Learner is passive u Behaviorists: teach, plan, present language item, make Students repeat u Errors are forbidden u Ignored thought and emotions u Cognitivism is a learning theory, based on how people think not a theory that specifies precisely what is learned what content will be easiest to learn, or what learners will select to learn at different stages of development u Learning results from internal activity (mental processes) u Practice is necessary, but rote learning and meaningless repetition is out. u Learners process, store, and retrieve information u Cognitivists: creates opportunities for learni

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Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.

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