UNDERSTANDING LEARNING: THEORIES AND CRITIQUE

Abstract

This chapter introduces the main groups of learning theories and key debates, and terms such as 'constructivism' and 'behaviourism' that are encountered in teaching and learning literature. It explores practical applications arising from the theories. From the early 20th century the advancement of science brought a new empirical approach to the study of learning. While leading to enormous leaps forward in understanding of learning as a process, the rigidity of the empirical methodologies proved a limitation. Behaviourist research was often over-interpreted, giving rise to an authoritarian, teacher-centred and outcome-based view of learning. Effective learning occurs when the learner is actively involved in the primary construction of knowledge. Constructivists do not reject behaviourist theories but argue that association is only an isolated part of a more general process of learning. Teaching is characterised by: an emphasis on attitudes over techniques identifying individual learning goals and effective learning strategies letting go and passing responsibility and choice for learning to the student.

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