This chapter looks at how people learn. It examines theories (mainly so-called âconstructivistâ ideas) about childrenâs learning and their mental development. It links these to practical teaching strategies so that teaching can be targeted at known learning needs. Learning-informed teaching strategies discussed below include assessing for learning, designing constructive challenges to pupilsâ current ideas, harnessing curiosity through predictions, questioning for understanding, targeting thinking skills and teaching for cognitive development.
Student 1: I enjoy science.
Student 2: I hate it!
Student teacher: Tell me why.
Student 2: Itâs so hard ⌠I got put in top group but I donât know how âcos itâs dead confusing â I donât understand anything we do.
Student 3: I donât understand it â but I still get it right.
This exchange took place during a recorded interview with some girls aged 14 and 15. The interview was carried out by a student teacher as part of a project about studentsâ attitudes to school science. What do you make of it? Two things struck me when I watched the recording: student 2 says she hates science, finds it hard and confusing and doesnât understand it, yet is in the highest attaining group. Odd! And student 3, who had earlier declared that she liked science because, âI donât like doing practicalsâ (that really is what she said!) admits that she too doesnât understand science but manages to get it right. Odder still!
These students hadnât been selected for the interview, they had volunteered to stay behind at lunchtime to take part in the project. They seemed to be speaking spontaneously and honestly about their experiences in their science lessons. Perhaps thereâs something to be learned from listening to their views. What are they telling us? First, itâs clear that they have views about their own knowledge and understanding: two students donât think they understand the subject adequately. Second, they have views about what counts as success in science: success means âgetting it rightâ. Third, their experience is that getting it right doesnât involve understanding.
If getting it right in science doesnât involve understanding, what does it involve? A clue emerged later in the interview when the students were talking about the topic of Materials. Student 3 said: âItâs something we didnât do a lot of ⌠we had Mr X ⌠we did about two lessons on it and that was it â and everything he told us we already knew anyway.â I think that last phrase is very significant. The student seems to be identifying what the teacher has told them as what counts, in terms of âgetting it rightâ. This, rather than what she understands, is what matters. And, ironically, he had already told them it!
The teacher could learn a great deal from listening to those students.
Introduction
This chapter is about how people learn, and about how teaching can make use of understandings about how people learn. For instance, imagine you were going to take over the teaching of the students in the interview. What do you think of what theyâve they been learning? What havenât they been learning? What have they come to learn about learning itself?
The trouble with learning is that it isnât a âthingâ. Itâs hard to pin down, elusive to observe and even to think about â and perhaps that is why teaching often has a higher profile than learning in education. To illustrate, picture a science class youâve been in fairly recently. Think of the teaching: what was taught, how well was it taught, was it taught scientifically appropriately? Now think of the learning and check the same three questions, substituting âlearnedâ for âtaughtâ. Hard? Virtually impossible unless youâre a mind-reader because thereâs absolutely no guarantee that what was taught is what was learned. In fact thereâs a lot of research evidence that suggests the two are often distant relatives.
In this chapter the main aims are to summarise some of the longer-standing and useful perspectives and also some recent ideas about learning (some people call these âtheoriesâ) and to look at teaching in the light of these ideas. In the course of this it will be useful to settle on some working definitions for words like learning, knowledge, understanding and so on, because they are overworked in everyday language and confusions easily arise. Science teachers are used to this problem, with words like animal, chemical, power and so on, which have everyday use but which need more precise definitions to be used scientifically (see Chapter 11). A glossary is included at the end of the chapter.
Why theories?
For quite a while âtheoryâ has been an unpopular word to use when talking about education (Adey 1995). In one respect this is odd, because every conscious human act is guided by background knowledge and by expectations â in other words by mini theories. We live by being guided by our theories â if we didnât do this we would face every moment like a new-born baby. On the other hand there is a long history of those who deal with theories seeing themselves as superior to those who deal with action. In turn, practitioners sometimes see theorisers as elitist and untrustworthy. But there are two good reasons for science teachers not to shun the T-word. The first is that science itself is crammed full of theories. Without theory there would be stone-age engineering but no science. Science is a massive achievement in human theorising. It is an amazingly productive synthesis of thinking and doing. Science is âlivingâ evidence that theories and practice arenât opposites, they are jigsaw pieces that more or less fit together. The second reason for science teachers to be comfortable with theory in education is that they have written quite a lot of it themselves. As we will see, there are several âbig namesâ who have been both science teachers or scientists and also thinkers about learning.
Why though are some teachers sceptical, even hostile towards educational research? Perhaps this is because too little âofficialâ research is carried out by teachers themselves. The trouble with teaching is that contrary to some public opinion, it takes a lot of time. After planning, teaching, assessing, caring for pupils and doing everything else the job entails, most teachers have neither the time nor the energy to do any in-depth researching into the effects of their work, the nature of their job, the curriculum or anything else. Surveys, comparisons and evaluations are very difficult for teachers to carry out at the same time as holding down a full timetable. The problem with this, as Spinoza pointed out over 300 years ago, is that those who ignore history are condemned forever to repeat it! If teaching is to develop and change in a changing world, there must be a place for reflection and research.
Some educators and researchers in education have come to the conclusion that, as a foundation for their activities, they must develop some theoretical ideas as to how children build up their picture of the world they experience. They believe that unless they have a model of the studentâs concepts and conceptual operations, there is no effective way of teaching.
(Glasersfeld 1991: 21)
What can theories offer to teachers?
The first thing is that if a theory is any good it should at least add something beyond common sense. It might do so by extending, reinforcing or even conflicting with common sense...