...that had been developed by experiences. It has its roots in cognitive psychology and biology and an approach to education that lays emphasis on the ways knowledge is created in order to adapt to the world. Constructs are the different types of filters we choose to place over our realities to change our reality from chaos to order. Von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.[1] Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Constructivists • John Dewey (1859–1952) • Maria Montessori (1870–1952) • Władysław Strzemiński (1893–1952) • Lev Vygotsky (1896–1934) • Jean Piaget (1896–1980) • George Kelly (1905–1967) • Heinz von Foerster (1911–2002) • Ernst von Glasersfeld (1917–2010) • Paul Watzlawick (1921–2007) • Edgar Morin (1921–) • Humberto Maturana (1928–) • Laszlo Garai (1935–) • David A. Kolb (1939–) Historical and Theoretical Roots According to Kliebard,[2] John Dewey created an active intellectual learning environment in his laboratory school during the early 20th century. Neuroscience now supports this form of active learning as the way people naturally learn.[3] Active learning conditionalizes knowledge through experiential learning. Smith[4] writes that John Dewey believed education must engage with and expand experience;...
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...to learn not only subject matter through traditional methods in a classroom, but foundational learning through experiences obtained directly in the workplace. The terminology used today for this student experience is referred to as experiential learning. This experiential learning comes in two forms, either (1) learning by yourself or (2) through experiential education (learning through programs established by others). You can kindly refer to learning by yourself as “nature’s way of learning” as it occurs as a direct participation in the life cycle. However experiential education can be defined more succinctly as a structured approach, using experiences and the direction of others to create the learning curve. The issue at hand is simple - does participatory (experiential) education create critical thinkers among our students and make them more aware of and able to more easily solve the problem(s) at hand? Our diligence has focused on two distinctly different courses in two different semesters (fall 2011 and spring 2012) in two different business disciplines (business marketing and entrepreneurship) at two distinctly different universities (Wagner College and Monmouth University) with one similar problem, is there a significant benefit to experiential learning over traditional classroom pedagogy? Our findings are profound in the respect that both the participating subjects (students) and the participating businesses achieved significant benefits when this...
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...the body of literature that is relevant to the research objectives. Since the main focus of the study is on the importance of guided reflection and reflective training to promote student teachers’ critical reflective thinking, it therefore, seeks to address the underlying premise of reflective practice, the defining terms as well as the related studies so far in the area of interest. 2.1 A Perspective of Effective Teaching The concept of effective teaching underpins the goal of this research study. According to Arends (1994, p. 9), effective teaching is defined by four sets of attributes namely knowledge-base, repertoire, reflection and life-long learning. These four attributes of an effective teacher are illustrated as follows: * Effective teachers have control of knowledge bases on teaching and learning and use this knowledge to guide the science and art of their practice. * Effective teachers command a repertoire of best teaching practices (models, strategies, procedures) and can use these to instruct children in classrooms and to work with adults in the school setting. * Effective teachers have the dispositions and skills to approach all aspects of their work in a reflective, collegial, and problem-solving manner. * Effective teachers view learning to teach as a lifelong process and have dispositions and skills for working toward improving their own teaching as well as improving schools. (Arends , 1998, p. 9) Repertoire Reflection Lifelong learning ...
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...Introduction The world health organisation defines health as being a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity (WHO, 1948). In terms of education this can broken down even more with the general aim being to develop students aesthetically, creatively, critically, culturally, emotionally, intellectually, morally, physically, politically, socially and spiritually (DES and NCCA, 2003). According to the Education Act (1998) schools should promote the social and personal development of students and provide health education for them. This led to the development of a new subject called social, personal and health education (SPHE) which was introduced in the year 2000. The general aim of SPHE is to holistically develop students through a multi-dimensional view of society and an acknowledgment of the complexity and strength of the relationship between the individual and their local, national and global communities (DES and NCCA, 2003). For this to happen a school climate which encourages open communication, where conflict is handled constructively, and which promotes high standards in all its endeavours is needed, thus, an environment in which the core principles of SPHE thrive is created (SPHE.ie, 2011). Unfortunately SPHE is a subject that poses many challenges also to schools and this essay through research in the area and reference to personal experience as a teacher and student will help to investigate these challenges...
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...Experiential learning From EduTech Wiki John Dewey's philosophy proposed that each experience builds upon previous experiences and influences the way future experiences will affect the learner. The role of the educator is to provide experiences that will provide learners with meaningful experiences that will enable the individual to contribute to society. According to Kolb (2005) “ Experiential learning theory (ELT) draws on the work of prominent twentieth century scholars who gave experience a central role in their theories of human learning and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning: Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are shared by these scholars.” 1. Learning is best conceived as a process, not in terms of outcomes. 2. All learning is relearning. Learning is best facilitated by a process that draws out the students' beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. 3. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, i.e. reflection and action - and feeling and thinking. 4. Learning is a holistic process of adaptation...
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...Most influential theories of learning Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice. Behaviourism The behaviourist perspectives of learning originated in the early 1900s, and became dominant in early 20th century. The basic idea of behaviourism is that learning consists of a change in behaviour due to the acquisition, reinforcement and application of associations between stimuli from the environment and observable responses of the individual. Behaviourists are interested in measurable changes in behaviour. Thorndike, one major behaviourist theorist, put forward that (1) a response to a stimulus is reinforced when followed by a positive rewarding effect, and (2) a response to a stimulus becomes stronger by exercise and repetition. This view of learning is akin to the “drill-and-practice” programmes. Skinner, another influential behaviourist, proposed his variant of behaviourism called “operant conditioning”. In...
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... Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes Rationale for Part II Project Application As an instructor, this writer is charged with the responsibility of challenging students to strengthen critical thinking skills while developing an understanding of course material. College students taking an adult development course are expected to apply critical thinking skills when studying developmental theory and research. This requires that they examine their own assumptions and discern their hidden values. In addition, critical thinking involves their evaluation of evidence and the assessment of conclusions. An important aspect of such a scientific approach is the attitude of humility. Critical thinking requires the humble scrutiny of competing ideas. Students must understand that they may have to reject their own preconceptions (Myers, 2004). One must acknowledge the potentially biasing effects of preconceived ideas. Such ideas can evolve from a number of sources including culture and environment. In contemporary American culture, some regard the aging process view as being undesirable. For them, the term old connotes an inevitable future involving physical frailty, narrow-mindedness, incompetence, and loss of attraction. Adulthood is seen as a period of decline (Papalia et al. 2002). Hence, the potential influence of an ageist philosophy can influence the learning outcomes...
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...brazamelanie@gmail.com swedensupaposobrevega@gmail.com ABSTRACT This study was an attempt to find out the problems and solutions of one rural grade 7 teacher in a Philippine public high school in the implementation of K to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task. There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work, taking time in the preparation of the lesson, making use of the indigenous materials, reviewing basic concepts and giving examples, motivating and teaching students enthusiastically. Introduction Mathematics has always played...
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...Developing Criminological Skills 40205/01 “People learn in different ways” Different people have different style of learning, David a. Kolb explored into the development of different learning styles. Kolb created his famous learning style model “Experiential Learning Theory” (Kolb 1984) based on four elements: concrete experience, observation and reflection, abstract conceptualization and active experimentation. Concrete experience and abstract conceptualization are ways of how we think and transform experiences through the emotional responses. The concrete experience type emotionally converts the experiences through experiencing the feeling and concrete during the process. Whereas, abstract conceptualization type through planning, analyzing and thinking. Active experimentation and observation and reflection are methods of how we approach to the tasks and how we do. Active experimentation type, approach to tasks by actively doing the actual experiments. While observation and reflection approach to experiences by watching others throughout the tasks, and reflect on the situation. Based on the four elements, Kolb defined four distinct definitions of learning styles: diverging, assimilating, converging and accommodating (Kolb 1984). Diverging type has the elements of concrete experience and observation and reflection. Diverging type of people performs better in situations where creation of ideas needed, and collecting information. They look at things...
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...A Study on Violence Against Buddhism by Korean Protestantism: Centering on the Wonmyeong Temple and Bongeun Temple Incidents Introduction: Violent Attacks on Buddhism by Protestants In the past, there have been numerous incidents where extremist Korean Protestants have damaged statues of the Buddha or Buddhist temples. Such incidents pose serious risks to society as these examples of destruction do not only disregard a certain religion, but are also highly violent in nature. Many high-profile cases have been reported: Arson of the Daejeokgwangjeon of Geumsansa Temple in 1986; the destruction of a stone pagoda and lantern of Okcheonam Temple in Hongeun-dong in 1989; the damaging of the Tangible Cultural Asset No. 17 stone-carved Buddha Statue in 1989; the enclosing of a shrine and burning of a Buddha statue by an army officer in Siheung, Gyeonggi-do in 1993; the arrest of a pastor and his fellows by local police officers for destroying a Buddha statue in Thailand in 1994; a Buddhist accidently killed while he was trying to prevent a Christian from intruding into a Buddhist monastery to distribute Christian missionary materials in 1996; the destruction, damage of 750 Buddha statues in Jeju by a Christian (named Kim) in his attempt to transform Wonmyeong Temple into a church in 1998; the damaging of the Buddha statue at Dongguk University in 2000; and the frenzy over a video clip about missionary students doing a performance involving stepping on the Bongeun Temple site...
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...INTERNATIONAL JOURNAL of ACADEMIC RESEARCH Vol. 6. No. 2. March, 2014 T. Kafadar, B. Tay. Learning strategies and learning styles used by students in social studies. International Journal of Academic Research Part B; 2014; 6(2), 259-267. DOI: 10.7813/2075-4124.2014/6-2/B.39 Library of Congress Classification: L7-991 LEARNING STRATEGIES AND LEARNING STYLES USED BY STUDENTS IN SOCIAL STUDIES* Tugba Kafadar , Bayram Tay 1 2 1 2 Marmara University, Institute of Education Sciences, Istanbul Ahi Evran University, Faculty of Education, Kirsehir (TURKEY) E-mails: tugbakafadar@gmail.com, bayramtay@gmail.com DOI: 10.7813/2075-4124.2014/6-2/B.39 Received: 28 Sept, 2013 Accepted: 15 Mar, 2014 ABSTRACT It can be important to be known students’ learning features to increase efficiency of learning process in social studies lesson that aims educating efficient citizens. Therefore, in this study the learning strategies used by students, their learning styles and whether or not their learning strategies are changing according to their learning styles are researched. The data in this study, which is a cross sectional survey, were collected through the learning strategies developed by Tay (2002) on the basis of the classification of learning strategies performed by Gagne and Dricscoll (1988) and Kolb learning style inventory III which was adopted into Turkish by Evin Gencel (2006). As a result of the research it was identified that while students mostly use affective strategies...
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...Related Literature Teaching is one of those things that nearly everybody thinks he or she can do better than the experts. Everybody has taught something to somebody at one time or another, after all. We begin our amateur teaching careers aschildren by imposing our superior knowledge on our younger siblings or playmates. As students, we pass judgment among our peers on this or those teachers capabilities. As adults, those of us who do not teach professionally standever ready to criticize those who do (Evans, 1989). The teacher and his teaching approach play a great role in the learning of the student. It depends upon the kind of teaching for students to feel free and comfortable with the kind of strategy a teacher portrays within the classroom. Many types of teaching strategies are being adapted by teachers worldwide. A good teaching strategy greatly affects a student psychologically making him invigorated with the lesson thus making him pay more attention in class. Group Learning is the mainly approach to organize collaborative learning. There are many collaborative learning methods, which also can be considered as group learning methods and popularly used in classroom-based environment. If they can be utilized into web-based environment, modeling and stimulating work should be finished first. One of the purposes is to find a common approach, which can be used to stimulate small learning group based on different collaborative learning methods, on the other hand...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...ARTICLE IN PRESS International Journal of Intercultural Relations 28 (2004) 577–594 www.elsevier.com/locate/ijintrel Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec Christoph I. Barmeyerà ´ IECS—Ecole de Management de Strasbourg/Universite R. Schuman, CESAG (Centre d 0 Etude des Sciences ´es ` ˆt Applique a la Gestion), 61, Ave de la Fore Noire, F 67085 Strasbourg, France Abstract Every person has his or her own individual way to learn and to solve problems in day-to-day situations. These personal cognitive strategies, acquired in a long socialization process are called ‘‘learning styles’’ and may differ depending on gender, age or culture. In this study, the learning styles of over 300 students in business administration in France, Germany and Quebec are examined with the Learning Style Inventory (LSI). Representative and signiï¬cant learning differences where found. This is why the LSI can be used in a ï¬rst step for the illustration and comparison of typical patterns of learning. In a second step the results may be of use to international trainers in making decisions about course design and methods of cross-cultural training in relation to the learning proï¬les of the participants. r 2005 Elsevier Ltd. All rights reserved. Keywords: Learning styles; LSI; Culture; Cross-cultural management; Socialization; Intercultural training; Cultural differences; Training methods ÃFax:+33 3 90...
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...Charles Spearman - General Intelligence: British psychologist Charles Spearman (1863-1945) described a concept he referred to as general intelligence, or the g factor. After using a technique known as factor analysis to to examine a number of mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence is general cognitive ability that could be measured and numerically expressed. Louis L. Thurstone - Primary Mental Abilities: Psychologist Louis L. Thurstone (1887-1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's theory focused on seven different "primary mental abilities." The abilities that he described were: * Verbal comprehension * Reasoning * Perceptual speed * Numerical ability * Word fluency * Associative memory * Spatial visualization Howard Gardner - Multiple Intelligences: One of the more recent ideas to emerge is Howard Gardner's theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence are not a full and accurate depiction of people's abilities. His theory describes eight distinct intelligences that are based on skills and abilities that are valued...
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