zz+Other+Info+Learning

Bloom (1956) has three classifications for the domains of educational activities: cognitive (knowledge), affective (attitudes, feelings, values, emotions, enthusiasms, motivations) and psychomotor (skills).

Why is practice important?

A well known model which describes the acquisition of knowledge follows from Anderson’s ACT theory (1983). In this model, it is suggested that first impressions are stored in short-term memory and when used more often they move to long-term memory and become declarative knowledge. Procedural knowledge is created when this declarative knowledge is used in procedures and when the learner learns when to use it. By doing practise through exercises, students form production rules as ‘knowing what’ is converted into ‘knowing how’ (Glaser & Bassok, 1989). Successful applications strengthens the procedural knowledge.

Three factors influence a students’ active role: motivation, learning style and self-efficacy (De Corte 2004, Mayer 1998).

De Corte also has a number of factors for the development of strategic learning: - the learner must play an active role - support should gradually diminish to give the learner time to develop their own problem solving strategies (Renkl, Atkinson, Maier, & Staley, 2002). - learning needs to occur in a wide range of situations so as to develop metacognitive strategies as well as domain knowledge - there needs to be reflection on the students’ approach to problem-solving.

Clark and Mayer (2002) explain that the more a student practices the better they become regardless of initial talent or expertise. Learning for mastery is also important and so problems should nto be too complex (Bloom, 1980).

Anderson, J.R. (1983). //The architecture of cognition.// Cambridge, Massachusetts: Harvard University Press Bloom, B.S. (1980). //All our children learning.// New York: McGraw-Hill. Bloom, B.S. (1956). //Taxonomy of educational objectives, handbook 1 : The cognitive domain.// New York: David McKay Co Inc. Clark, R.C., & Mayer, R.E. (2002). //E-learning and the science of instruction.// San Francisco: Pfeiffer. De Corte, E. (2004). Mainstreams and perspectives in research on learning (mathematics) from instruction. //Applied Psychology: An International Review,// 53(2), 279-310. Glaser, R., & Bassik, M. (1989). Learning theory and the study of instruction. //Annual Reviews Psychology,// 40, 631-666. Mayer, R.E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. //Instructional Science,// 26, 49-63. Renkl, A., Atkinson, R.K., Maier, U.H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. //The Journal of Experiential Education//, 70(4), 293-315.

To find: Bradford, J.D., Brown, A.L., & Cocking, R.R., (Eds.). (2000). //How people learn: Brain, mind, experience and school.// Washington, DC: National Academy Press.