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Learning Theories and Education: Toward a Decade of Synergy
- Learning Theories and Education: Toward a Decade of Synergy
- Implicit Learning and the Brain
- What Does Brain Science Add to the Study of Learning?
- Learning to Interpret Brain Data
- Some Key Brain Findings and Their Importance
- The Brain at Birth.
- Assumptions about Critical Periods for Learning.
- New Learning and Existing Neural Commitments: Neuroplasticity.
- Children’s Implicit Learning from Other People: The Case of Imitative Learning
- Informal Learning
- History of Informal Learning and Everyday Cognition Research
- Principles and Basic Contributions of an Informal Learning Perspective
- Clarification of the Role and Meaning of Context in Learning.
- New Ways to Understand How People Learn.
- New Theoretical Constructs for What Changes When People Learn.
- Promising Directions for Informal Learning Research
- Designs for Formal Learning and Beyond
- Clarifying Learning Goals and the Processes that Support Them
- Lessons from Studies of Expertise
- Adaptive Expertise
- Exploring What Success Looks Like
- Assessments of Efficiencies Versus Innovation
- Research on Instructional Strategies for Achieving Important Goals
- Looking toward the Future
- Sharing Methodologies
- Combining Experimental and Control Designs with Ethnographic Analyses.
- Exploring Reasoning in Everyday Versus Laboratory Settings.
- Perspectives on People Knowledge and the Social Brain
- Sharing Research Tools
- Searching for “Conceptual Collisions”
- Conceptual Collisions around Important Claims
- Anchoring Collaborations around Phenomena
- Summary
Abstract
Our goal is to provide an overview of important aspects of human learning that are particularly relevant to educators. Doing so represents an exciting but difficult challenge because human learning is a highly complex topic. Different theories have emerged as researchers have focused on different kinds of learning. Some have focused on the acquisition of skills such as learning to type, write and read (e.g., Anderson, 1981; Bryan & Harter, 1897; LaBerge & Samuels, 1974; National Research Council [NRC], 2000). Others have focused on learning with understanding and its effects on schema formation and transfer (e.g., Anderson & Pearson, 1984, Judd, 1908; NRC, 2000; Wertheimer, 1959). Still others study the emergence of new ideas through interactions with other people and through “bumping up against the world” (e.g., Carey, 2000; Gopnik, Meltzoff, & Kuhl, 1999; Karmiloff-Smith & Inhelder, 1974; Papert, 1980; Vygotsky, 1978).
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