Learning Experiences and the Theories behind It - Essay Example

RUNNING HEAD: Learning and Professional Practice Learning Experiences and the Theories behind It Since the start of ancient civilizations and even further back, humans have recognized the importance of learning and acquiring more knowledge (Neville 2004). For thousands of years, people have acquired knowledge through education either at the comfort of their homes, in the field, or in institutions such as colleges and universities. The things learned by an individual throughout his lifetime vary in number and importance. Regardless of the phase at which a person is in, the learning process continues. Despite the success that one attains in life, learning and knowledge acquisition do not stop. Different theories have been made about learning and education. For this paper, I will be talking about some of the important and memorable learning that I have had and how I have acquired such learning. This paper will also tackle some theories about learning and how these are relevant in the overall learning process. Over the years, there are countless of things that I have learned not only from school but also from the people around me, particularly my family, friends and the society that I live in and belong to. However, among the different things that I have learned, there are those that have left a more indelible mark than others. Various theories seek to explain the individual learning process. One theory by Vygotsky (1978) states that a childs learning development is affected in different ways by culture, which includes the culture of the family and culture of society. In my case, the most basic mental operations such as addition and subtraction are the ones that I recall most. Moreover, the values taught by my parents and teachers are also memorable and have been instilled strongly within my person. Most often these values are incorporated in the way I carry out my daily activities and in my decisions. Vygotsky stresses the importance of past experiences and prior knowledge in understanding current situations. In short, a child’s mental development and learning is strongly based on the internalization of culture and social relationships (Dahms, 2007). There are other theories such as the one of Piaget (1952) which states that a child’s cognitive structure and learning ability increases as the child develops. This theory is basically a complement of Vygostky’s social cognitive theory. In Piaget’s theory, he proposes that development and learning process from infant to young adult occurs in four universal and consecutive stages: sensorimotor which starts from birth till two years old. In this stage, according to Piaget (1952), the child through physical interaction with the environment builds concepts about things. The second stage is the preoperational stage which starts from two years old to seven years old. This is the stage where a child has not yet mastered the ability of mental operations. However, the skill of conservation is starting to develop. In addition, the third stage is the concrete operations stage which occurs between seven to eleven years old. At this stage, the reasoning process sets in and the child can best learn through hands on activities. Lastly, the formal operations stage transpires between eleven to fifteen years old. At this point, the child has developed conceptual reasoning and has learned inductive and deductive reasoning. However, according to Piaget not everyone reaches this stage (Woolfolk, 2004). In order to clarify the theories discussed, I will present a reflection of one of my most important learning, and this is on the use of the computer. Back then around ten to fifteen years ago computers are not as in demand as they are now. During those years, only business establishments, government and educational institutions use this tool frequently. How to use the computer and the software that go with it is not learned by everyone at the same pace. For the privileged ones, perhaps since they have experienced and learned how to use the computer early on during childhood, they are more adept at its use. For most people learning how to use the computer starts during high school and college days. In my case I started to use the computer since I was seven years old. However, the only thing that I do in the computer is to play computer games such as “pacman.” But as I grew up, I started to learn some basic computer applications and software such as typing documents in notepad and Microsoft Word. These things I learned while watching my mom make her own reports and presentations for work. Usually, in learning how to use the computer, a person starts with the basic operations. Basic lessons start with learning the history of computer, the different parts of the computer, the functions of each part, and the concepts which are relevant to the use of such equipment. All of those things I learned when I was in the early elementary years. After a series of lectures about the basics of the computer, a simple practical application usually follows. Simple turning off and on of the unit as well as typing is the typical practical exam. Most of my classmates then were having a hard time coping up with the lessons. In fact, only a few passed the typing speed exam. I on the other hand was fortunate to have done well because I was in a way advanced than most of my classmates. I have attributed this to the fact that my parents are computer savvy and I have had summer computer advancement lessons. When Internet became very popular, I was one of those who got hooked with it; hence when Internet was taught in school I was again doing well. However, not everything went well because when I was in high school things started to change. I was one of those students who had a really hard time coping up with computer lessons. The lesson then was C/C++ programming. Surprisingly, the boys in the class excelled in that lesson while most girls were struggling. The lesson was really hard that I had to request my instructor to teach me during vacant hours. Fortunately, my instructor was kind and patient enough to teach me things that I needed to know to fully understand the topic. He always gives me hands on exercises so that I can practice my programming skills. But he does not spoon-feed his students so we had to learn the hard way. Despite the difficulties that I have encountered I was able to pass the subject. I have realized that learning to use the computer is just like learning mathematics. Skills in analyzing as well as problem solving and critical thinking are very important. Perhaps, that is the reason why the boys in our class excelled during programming classes. According to Salmon (1980) knowledge is differentiated by gender identity. Males are associated with instrumental and analytical learning while females are known to be good at expressive kind of knowledge and learning. Looking back at my learning process of how to use the computer, one would wonder how I excelled in some computer lessons while the others were barely passing. As what Salmon (1980) said, there are different factors that affect the process of knowing. He emphasized that knowing how things are and how things are done is a product of both educational and clinical environments. However, he likewise believes on the influence of a person’s childhood experience and family dynamics on the overall learning process. As I mentioned, my basic computer skills were taught by my parents which were later reinforced by the growing interest of society on computers and the Internet; thus, computer education became part of the curricula. Another theory which could explain why I easily learned some computer lessons while having difficulties on the others is Cam’s theory on thinking which discusses about routine and reflective skills. According to Cam (1995), many of the things taught in the primary school or early years of childhood eventually become automatic to the child and execution is enhanced. This is what you call “routine” wherein an individual does not need to think how to do these things. On the other hand, there are things which we have to think over first before executing. These are practices called reflective. To clarify these two concepts take for example using the computer. Learning how to use the different software requires knowledge and training. This is reflective thinking. However, pressing keys in the keyboard becomes automatic to an individual and thus is tagged as a routine. In my own personal experience of learning there are other factors that can be considered crucial in the learning process. First, is the teacher who was able to make students understand the basic and underlying principles crucial in the learning process. Next, is the student’s behavior which could determine the student’s success in learning. Student behavior is an important factor of learning because for some people acquiring knowledge is just like breathing. However, for most people it takes great effort and determination to learn. Hence student’s behavior and attitude towards learning are imperative in the learning process. Bruner can further explain the importance of these factors in his theory on the process of education. According to Bruner (in Smith 2002) there are four key themes in the process of education. The first theme is the role of structure in learning and how it can be made central in teaching. In this theme, Bruner gave importance to the practical approach of learning rather than the mastery of facts and techniques. Within this theme, the teachers and even parents who help develop the learning process of a child must delve into practical methods of learning in order to fully optimize the abilities of a child. The next theme discusses the readiness of learning of an individual. In most cases, teachers and school officials agree that difficult subjects or lessons should be discussed in the latter stage of a child’s education. However, Bruner believes that any subject can be taught to a child effectively in any intellectual form at any stage of development. This belief underpins the idea of spiral curriculum wherein basic ideas are said to be revisited repeatedly in order for the student to grasp the full concept. This second theme supports Vygotsky’s theory that social learning and interaction is not subsequent to social development rather it is prior to it. (Gindis 1998) Yet this somehow contradicts Piaget’s theory which strongly believes that a child’s learning process is highly dependent on a child’s development. Meanwhile the third theme focuses on intuitive and analytical thinking wherein individuals arrive at tentative and plausible answers without going through the analytical steps needed to validate the answers. Bruner emphasizes that experts in different fields tend to make decisions and actions solely based on intuition. He suggested that schools might look at intuitive thinking as part of learning and development. The last theme is about motives for learning. This is where a student’s behavior is deemed crucial in the learning process. According to Bruner (1960), the materials used for the learning process are important in stimulating the interest of a child rather than incentives. Through the years psychological research about the learning process and development has evolved. With the numerous theories that have been made to explain the learning process and development there is one model that tries to categorize these theories. The model is called the four orientations of learning and was developed by Merrian and Cafarella in 1991 (Smith 1999). In this model the theories are divided into four aspects-behaviorists, cognitivist, humanist and social and situational. Each aspect contains the different views of theorists, the locus of the learning process, purpose of the educator and the purpose of education in each theory. It is recommended that these theories on learning process should be used as guiding principle by teachers and school administrators in teaching students. If there is one thing that an individual must know it is the fact that acquisition of knowledge and learning is a complex process. It involves both passive and active participation. It is also a life long process that is dependent on many factors such as the environment and society (Shaad Ahmed, 2003) It is also important to keep in mind that learning does not start nor end in educational institutions. These institutions are merely there to reinforce the learning of the student. My reflection on the use of the computer perfectly attests to this; learning is reinforced not only by school and knowledge input; it also is strongly influenced by the environment – family, colleagues, and society at large. References Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. Cam, P. (1995) Thinking together philosophical inquiry in the classroom. Peta and Hale Ironmongers Sydney, NSW. Dahms, M. (2007) The educational theory of Lev Vygotsky: An analysis. Retrieved on 30 October 2008 from: http://www.newfoundations.com/GALLERY/Vygotsky.html Gindis, B. (1998) Scaffolding children’s learning: Vygotsky and early childhood education. School Psychology International. (19)2, pp. 189-19.Retrieved on 30 October 2008 from: http://www.bgcenter.com/Scaffold.htm Neville, B. (2004) Education in the age of Hermes. Foundations of Educational Community Conference. Retrieved on 30 October 2008 from: http://www.latrobe.edu.au/educationalstudies/downloads/educationintheageofhermes.pdf Piaget, J (1952) The origins of intelligence in children. International Universities Press, Inc. Retrieved on 30 October 2008 from: http://www.archive.org/details/originsofintelli017921mbp Salmon, P. (1980). Institute of Education. University of London. Shaad, A. (2003). Psychology of learning in school and other settings. Retrieved on 30 October 2008 from https://www.msu.edu/user/ahmedsh2/reflective_essay_cep800.htm. Smith, M. K. (1999). Learning theory. Retrieved on 30 October 2008 from: www.infed.org/biblio/b-learn.htm. Smith, M.K. (2002). Jerome S. Bruner and the process of education. Retrieved on 30 October 2008 from: http://www.infed.org/thinkers/bruner.htm. Woolfolk, Anita. (2004). Comparing Piaget and Vygotsky. Educational Psychology. (9th ed). Boston: Allyn and Bacon. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Retrieved on 30 October 2008 from: http://tip.psychology.org/vygotsky.html Read More