Republic of the Philippines

PANGASINAN STATE UNIVERSITY

SCHOOL OF ADVANCED STUDIES
Urdaneta City, Pangasinan
Summer, S.Y 2015-2016

Course Code: EDF 201

Course Title: Philosophical-Psychological Foundations of Education
Topic: The Learning Process
Professor: Dr. Rosanna Gonzales
Discussant: Francis Louie D. Mendoza
MAED Social Studies

THE LEARNING PROCESS

LEARNING
 the activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something (Merriam-Webster’s Dictionary)
 acquisition, through maturation and experience, of new knowledge, skills, and attitudes that will enable the learner to make better and more adequate
reactions, responses and adjustments to new situations and conditions
 HUMAN BEHAVIOR is the product of Learning
 Learning always involves CHANGE
TYPES OF LEARNING/OUTCOMES OF LEARNING
 COGNITIVE LEARNING
 This is the acquisition of knowledge, facts and information, principles, ideas, concepts, understanding, reasoning, etc.
 Verbal and ideational learning
o ASSOCIATIVE LEARNING
 Establishing relationship between words or ideas and their meanings, between words or ideas and the things they refer
to, between principles and the situations they are applied to, etc.
 Involves the understanding of the relationship of things to another.
 In teaching, a new lesson, to be understood must be linked with the previous lesson
o PROBLEM-SOLVING LEARNING
 Process of overcoming difficulties that hinder the attainment of a goal by using knowledge and skills gained from other
types of learning.
 Uses reflective, analytical and constructive thinking
 AFFECTIVE LEARNING
 Formation of good and acceptable attitudes, judgements, appreciations and values.
 Acquisition and development of sound moral and spiritual values
o AESTETHIC LEARNING
 Appreciation of what is good and abhorrence of what is bad

o INTELLECTUAL LEARNING
 Developed by acquiring desirable attitudes usually by reading literary pieces like the bible and other similar activities
 PSYCHOMOTOR LEARNING
 Use of manipulative skills and body movements
o BODILY MOVEMENT COORDINATION
 Harmonious functioning of different parts of the body in order to attain desired performance of the activity
 Presicion, accuracy and muscle coordination
o MANIPULATIVE DEXTERITY
 Skillful use of hands and/or feet.
 Writing, typing, repairing, assembling.
TESTS OF LEARNING
 Greater Speed  Greater Understanding
 Greater Precision and Accuracy  Greater Facility of Information
 Reduced Effort  More Logical Reasoning
 Less Expense, More Savings  Greater Innovativeness and Creativity
 Greater Knowledge, Information and Ideas  Greater Chance of Employment
OTHER KINDS OF LEARNING
 DIRECT AND INDIRECT LEARNING
o Direct Learning
 learning through direct experience.
o Indirect Learning
 Gaining information by reading, viewing or observing.
 CONGENITAL, TEMPORARY AND PERMANENT LEARNING
o Congenital Learning
 Reflex Action
o Temporary Learning
 Learning then Forgetting
o Permanent Learning
 Learning used in a long period of time or in a lifetime
 SENSORY, MOTOR, VERBAL, IDEATIONAL, ATTITUDINAL
o Sensory Learning
 Use of senses (Observation)
o Motor Learning
 Use of Hands, Feet or Bodily Movement
o Verbal Learning
 Reading or Solving
o Ideational
 Writing (Ideas)
o Attitudinal
 Values
FACTORS AFFECTING LEARNING
 MOTIVATION
o Readiness for learning
 REINFORCEMENT
o Repetition, review, drills, exercise, use of audio and/or visual aid
 EXTINCTION
o Learning dies if disused
 ASSOCIATION
o More connections with the subject, the better the learning
 INTEREST
o Learning is better when it is appealing or it stimulates curiosity
 REWARD OR PUNISHMENT
o done right away to get the expected behavior
 RECENCY
o Recent learning decreases forgetting
MOST INFLUENTIAL THEORIES/PRINCIPLES OF LEARNING ACCORDING TO UNESCO
 BEHAVIORISM
o learning consists of a change in behavior due to the acquisition, reinforcement and application of associations between stimuli from the
environment and observable responses of the individual. (Stimulus-Response)
o Learning is understood as the step-by-step or successive approximation of the intended partial behaviors through the use of reward and
punishment.
 COGNITIVISM
o People are no longer viewed as collections of responses to external stimuli but information processors.
o paid attention to complex mental phenomena and was influenced by the emergence of the computer as an information-processing device,
which became analogous to the human mind.
o learning is understood as the acquisition of knowledge: the learner is an information-processor who absorbs information, undertakes cognitive
operations on it, and stocks it in memory.
o its preferred methods of instruction are lecturing and reading textbooks; and, at its most extreme, the learner is a passive recipient of
knowledge by the teacher.
 CONSTRUCTIVISM
o Learners are not passive recipients of information, but that they actively construct their knowledge through the reorganization of their mental
structures.
o Learners viewed as sense-makers, not simply recording given information but interpreting it. This view of learning led to the shift from the
“knowledge-acquisition” to “knowledge-construction” metaphor.
o Uses learner-centered approach whereby the teacher becomes a cognitive guide of learner’s learning and not a knowledge transmitter.
 SOCIAL-LEARNING
o developed by Albert Bandura, who works within both cognitive and behavioral frameworks that embrace attention, memory and motivation.
o suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning
and imitation.
o children learn from observing others as well as from “model” behaviour, which are processes involving attention, retention, reproduction and
motivation. The importance of positive role modeling on learning is well documented.
 SOCIO-CONSTRUCTIVISM
o Individuals create meaning through their interaction with each other and the environment
o knowledge is considered as situated and is a product of the activity, context, language and culture in which it is formed and utilized.
o This gave way to a new metaphor for learning as “participation” and “social negotiation”.
 EXPERIENTIAL LEARNING
o situate experience at the core of the learning process.
o They aim to understand the manners in which experiences – whether first or second hand – motivate learners and promote their learning.
o learning is about meaningful experiences – in everyday life – that lead to a change in an individual’s knowledge and behaviors.
 MULTIPLE INTELLIGENCES
o Challenging the assumption in many of the learning theories that learning is a universal human process that all individuals experience
according to the same principles, Howard Gardner elaborated his theory of ‘multiple intelligences’
o His theory also challenges the understanding of intelligence as dominated by a single general ability. Gardner argues that every person’s level
of intelligence actually consists of many distinct “intelligences”
o His theory is appreciated by teachers in broadening their conceptual framework beyond the traditional confines of skilling, curriculum and
testing.
o MULTIPLE INTELLIGENCES
 Multiple intelligences  Musical
 Verbal – linguistic  Naturalist
 Visual – spatial  Interpersonal
 Logical – mathematical  Intrapersonal
 Kinesthetic
 SITUATED LEARNING AND COMMUNITY OF PRACTICE
o Situated learning theory recognizes that there is no learning which is not situated, and emphasizes the relational and negotiated character of
knowledge and learning as well as the engaged nature of learning activity for the individuals involved. (Jean Lave and Etienne Wenger)
o it is within communities that learning occurs most effectively. Interactions taking place within a community of practice – e.g. cooperation,
problem solving, building trust, understanding and relations – have the potential to foster community social capital that enhances the
community members’ wellbeing.
 SITUATED LEARNING AND COMMUNITY OF PRACTICE
o learning is most effective when it takes place in communities.
o He argues that academic and social outcomes will improve only when classrooms become learning communities, and teaching becomes
learner-centered.
o Communities of practice are of course not confined to schools but cover other settings such as workplace and organizations.
 21st CENTURY LEARNING
o Exploration of 21st century learning or skills has emerged from the concern about transforming the goals and daily practice of learning to meet
the new demands of the 21st century, which is characterized as knowledge- and technologically driven.
o The current discussion about 21st century skills leads classrooms and other learning environments to encourage the development of core
subject knowledge as well as new media literacies, critical and systems thinking, interpersonal and self-directional skills.
o One main learning method that supports the learning of such skills and knowledge is group learning or thematic projects, which involves an
inquiry-based and collaborative work that addresses real-world issues and questions.
REFERENCES:
 Calderon, Jose F. Foundations of Education. First Edition. Manila: Rex Bookstore Inc. 2008. pp. 42-57
 Lardizabal, Amparo S. Foundations of Education; Psychological, Sociologocal and Anthropological. Revised Edition. Manila: Rez Bookstore Inc. 1988 reprinted 2005. pp. 16-17
 UNESCO’s influential Theories of Learning. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/