0.3 Theories/approaches to learning  (Page 9/12)

Metacognition

Definition

Metacognition is the process of thinking about thinking. According to Flavell, "I am engaging in metacognition if I noticethat I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact." ( p. 232, Flavell, J.,1976 Metacognitive Aspects of Problem-Solving .).

Discussion

Metacognition has to do with the active monitoring and regulation of cognitive processes. Metacognitive processes are centralto planning, problem-solving, evaluation, and many aspects of language learning.

Metacognition is relevant to work on cognitive styles and learning strategies in so far as the individual has some awareness oftheir thinking or learning processes. The work of Piaget is also relevant to research on metacognition since it deals with the development of cognitionin children.

Flavell argued that metacognition explains why children of different ages deal with learning tasks in different ways,i.e., they have developed new strategies for thinking. Research studies show that as children get older, they demonstrate more awareness of theirthinking processes.

Experiential learning

Definition

Carl Rogers distinguished two types of learning: cognitive (meaningless) and experiential (significant). The former corresponds to academic knowledge such as learning vocabulary ormultiplication tables, and the latter refers to applied knowledge such as learning about engines in order to repair a car. The key to the distinction isthat experiential learning addresses the needs and wants of the learner. Rogers lists these qualities of experiential learning: personalinvolvement, self-initiated, evaluated by learner, and pervasive effects on learner.

Discussion

To Rogers, experiential learning is equivalent to personal change and growth. Rogers asserts that all human beings have anatural propensity to learn; the role of the teacher is to facilitate such learning. This includes: 1) setting a positive climate for learning; 2)clarifying the purposes of the learner; 3) organizing and making available learning resources; 4) balancing intellectual and emotional componentsof learning; and 5) sharing feelings and thoughts with learners, but not dominating.

According to Rogers, learning is facilitated when:

• The student participates completely in the learning process and has control over its nature and direction.
• Learning is primarily based upon direct confrontation with practical, social, personal, or research problems.
• Self-evaluation is the principal method of assessing progress or success.

Principles

• Significant learning takes place when the subject matter is relevant to the personal interests of the student. (For example: Aperson interested in becoming rich might seek out books or classes on ecomomics, investment, great financiers, banking, etc. Such anindividual would perceive (and learn) any information provided on this subject in a much different fashion than a person who is assigned areading or class.)
• Self-initiated learning is the most lasting and pervasive.
• Learning that is threatening to the self (e.g., new attitudes or perspectives) are more easily assimilated when external threats areat a minimum. Learning proceeds faster when the threat to the self is low.