Willingham's Learning Theory

LEARNING THEORIES CHAPTER2 CONTENTS 2.1. Introduction ...................................................................................... 32 2.2. Perspectives ...................................................................................... 33 2.3. Theories ............................................................................................ 35 2.4. Research ........................................................................................... 41 2.5. Memory ............................................................................................ 46 2.6. Nervous System ................................................................................ 49 2.7. Drugs................................................................................................ 55 2.8. Development .................................................................................... 57 2.9. Motivation ........................................................................................ 60 2.10. Brain Activity .................................................................................. 62 Alternative Education in Unconventional Environments 32 2.1. INTRODUCTION Learning entails obtaining and changing information, abilities, tactics, attitudes, and behaviors. People acquire a variety of cognitive, verbal, physical, and social abilities. We need to understand the process of human learning, the variables that affect it, and the ways in which learning theories are applied in diverse educational settings (Calder & McCollum, 2013). The de-emphasis on learning is not meant to diminish its significance because animal research has taught us a lot about how to learn. But because human learning is more sophisticated, quick, and frequently incorporates language, it differs fundamentally from animal learning. Learning is first defined and investigated in the contexts in which it takes place.

Such a focus initially draws our attention to cognitive learning theory, which has emerged as the predominantly recognized and generally accepted individual learning theory. This has primarily come about through the publication of the seminal works of some notable authors in the learning field, for example 26 Cultivating Learning Within Projects Argyris and Schön (1978), Kolb (1984) and Senge (1990). The following discussion on cognitive learning theory will, therefore, focus only on these pre-eminent authors in the field, as their collective work provides a sufficient analysis of the theory for the purposes of this book. The cognitive theories presented include Kolb’s (1984) experiential learning theory, Argyris and Schön’s (1978) theory-of-action perspective, and Senge’s (1990) five disciplines perspective. In forecasting some of the discussion that follows, cognitive learning may be viewed as an individual cerebral or psychological process, intimately engaged in reciprocal determination with the context and its sociological aspects. Therein, individuals try to make sense of their experiences by running them past their cognitive maps or mental models, possibly reforming their models and deciding on their behavioural actions to be taken, in accordance with the conditions of their context. Underpinning psychological or cognitive theories on learning is an assumption that conflict (caused by error or different information) is an essential condition for learning and acts as a motor driving the learning process (Dodgson, 1993). That is, variation occurs in experiences, which then prompts individuals into reflection on the events and adjustments to their perceptions and actions.