De Corte, E. (2012). Historical developments in the understanding of learning.
Reader (p 55- 87)
- 36. Introduction
- New ideas are learned by relating them to already existing mental states by a process of
‘apperception’
- In this article:
o Relationship research – practice
o Review of dominant current perspective on learning in educational settings
- Major concepts of learning throughout the 20th century
- Behaviorism: learning consists of a change in behavior based on the acquisition,
strengthening and application of associations between stimuli from the environment and
observable responses of the individual. [Thorndike and Skinner]
o 37. Thorndike: “connectionism”, laws of learning “law of effect”
o Skinner: “operant conditioning”
- Gestalt psychology and the Würzburg School of “Denkpsychologie” – European counterpart of
behaviorism. – “configuration”, an organized whole, insights
- 38. Cognitive psychology - cognitive revolution, information-processing (computers),
analyze what happens in sb’s mind
- 39. Constructivism: learners construct knowledge actively through interactions,
interpretations
- 40. Socio-constructivism: important role of context – social interaction
- 41. The evolving concept of learning [is eigenlijk samenvatting van bovenstaande]
- Theories of learning and educational practice: an awkward relationship
- Educational learning theory should involve:
o Aspects of competence that need to be acquired
o The learning processes required to pursue and attain competence
o Principles and guidelines to initiate and support those learning processes
o Assessment methods for monitoring and improving learning processes
- 42. In practice: large gap between tasks and situations covered by the research on the one
hand, and the complex realities of classrooms on the other. Gestalt psychology made
interesting contribution…
- 43. Developments over the decades blablablah
- 44. Gap: classrooms are too complex/complicated to make one theory for that fits all
- Current understandings of learning
- Three major strands in research on learning (Bransford et al)
o Implicit learning and the brain (not being aware of learning)
o Informal learning (homes, playgrounds, museums, peers)
o Designs for formal learning and beyond (educational setting)
- 45. Adaptive competence a the ultimate goal of education and learning
o Adaptive expertise vs routine expertise
- 46. Adaptive competence needs:
o A well-organized and flexibly accessible domain-specific knowledge base
o Heuristic methods
o Meta-knowledge
o Self-regulatory skills
Reader (p 55- 87)
- 36. Introduction
- New ideas are learned by relating them to already existing mental states by a process of
‘apperception’
- In this article:
o Relationship research – practice
o Review of dominant current perspective on learning in educational settings
- Major concepts of learning throughout the 20th century
- Behaviorism: learning consists of a change in behavior based on the acquisition,
strengthening and application of associations between stimuli from the environment and
observable responses of the individual. [Thorndike and Skinner]
o 37. Thorndike: “connectionism”, laws of learning “law of effect”
o Skinner: “operant conditioning”
- Gestalt psychology and the Würzburg School of “Denkpsychologie” – European counterpart of
behaviorism. – “configuration”, an organized whole, insights
- 38. Cognitive psychology - cognitive revolution, information-processing (computers),
analyze what happens in sb’s mind
- 39. Constructivism: learners construct knowledge actively through interactions,
interpretations
- 40. Socio-constructivism: important role of context – social interaction
- 41. The evolving concept of learning [is eigenlijk samenvatting van bovenstaande]
- Theories of learning and educational practice: an awkward relationship
- Educational learning theory should involve:
o Aspects of competence that need to be acquired
o The learning processes required to pursue and attain competence
o Principles and guidelines to initiate and support those learning processes
o Assessment methods for monitoring and improving learning processes
- 42. In practice: large gap between tasks and situations covered by the research on the one
hand, and the complex realities of classrooms on the other. Gestalt psychology made
interesting contribution…
- 43. Developments over the decades blablablah
- 44. Gap: classrooms are too complex/complicated to make one theory for that fits all
- Current understandings of learning
- Three major strands in research on learning (Bransford et al)
o Implicit learning and the brain (not being aware of learning)
o Informal learning (homes, playgrounds, museums, peers)
o Designs for formal learning and beyond (educational setting)
- 45. Adaptive competence a the ultimate goal of education and learning
o Adaptive expertise vs routine expertise
- 46. Adaptive competence needs:
o A well-organized and flexibly accessible domain-specific knowledge base
o Heuristic methods
o Meta-knowledge
o Self-regulatory skills
