Learning Theories. An Educational Perspective. Sixth Edition. Dale H. Schunk. The University of North Carolina at Greensboro. Boston Columbus Indianapolis. Written to inform students of the main principles, concepts, and research findings of key theories of learning–especially as they relate to education–and to. Trove: Find and get Australian resources. Books, images, historic newspapers, maps, archives and more.
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CHAPTER 3 Social Behavioral and Cognitive Learning Theory (A. Bandura) . CHAPTER 4 .. Retrieved from medical-site.info /pdf .. Learning theories: An educational perspective (5th ed.). Learning Theories: An Educational Perspective, 6th Edition. Dale H. Schunk, University of North Carolina at Greensboro. © | Pearson. Share this page. Review of Learning Theories: An Educational Perspective, 6th Edition. Robert E. Belford*. Department of Chemistry, University of Arkansas at Little Rock, Little.
Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Rating details. Sort order. Mar 04, Ashley rated it really liked it. This book was so beneficial to me in my education class that I wish I had the hard copy book instead of just the online version. This book goes through twelve different chapters regarding learning theories and different lessons that teachers need to know like how to create and implement effective lesson plans, how to include those with diverse and exceptional needs, and how to motivate students to learn.
I found myself using this textbook on nearly all of my assignments and research papers as th This book was so beneficial to me in my education class that I wish I had the hard copy book instead of just the online version. I found myself using this textbook on nearly all of my assignments and research papers as there is just so much useful information that can be used for students in the education program and current teachers.
Would recommend this textbook to those in the education program or for those seeking to do research regarding education. Nov 22, Mairilyn Yera rated it it was amazing.
A most read for professionals and anyone that wants to understand the many theories that explain how we learn. Extensive and well explained from the developmental perspective as well as from the theory movement, Schunk provide good examples, practical application and solid background research.
This book was hardly used truth be told, but we had to read it for our class. Also, I did had to use it for two of my assignments.
I liked the book. Texto sugerido como parte de la clase. Comienza con los origenes del aprendizaje moderno como parte de la cultura occidental que provienen de la antigua Grecia y Roma. This textbook is dry. The focus is on learning theories and their application to K learners with occasional mention of adult learners. The page numbers, on the other hand, appear as you might expect page numbers to appear--consecutively in order. This situation creates a mismatch between the jumbled This textbook is dry.
This situation creates a mismatch between the jumbled chapters and the consecutive page numbers which, in turn, makes it impossible to use the index which is presumably referring to pagination for an edition which does not have the errors.
May 13, Kristine Maglasang rated it it was amazing. An Educational Perspective I am currently reading this book as of the moment. Definitely, will learn a lot on Schunk's book about Learning! Starting grad school so more like this to follow. It is also the first college course I will use an ebook so we'll see how that works. The reading of it is fine, I'm just wondering how going back citing, highlighting and writing in the margins will feel This review has been hidden because it contains spoilers.
To view it, click here. Sep 18, Ashley Mebert rated it it was ok. Robust survey of theories on formal and informal learning, but often too wordy in explanations and lacking evidence or conviction in comparing studies. Textbook on learning theories. Amy Protho rated it really liked it Nov 24, LPenting rated it really liked it Dec 18, Stephanie rated it liked it Aug 13, Scott Furtwengler rated it liked it Aug 07, Acshi rated it it was amazing May 15, Latoya rated it really liked it Feb 10, Vava rated it it was ok Apr 13, Alvaro Ivan rated it really liked it Aug 31, Itze Geme rated it it was amazing Oct 24, Vanessa Ramos Mejia rated it it was amazing Jun 21, Andy C Simpson rated it liked it Dec 25, It also has to be flexible to respond to initial and emerging ideas and skills.
Planning should include strategies like; how learners will receive feedback, how they will take part in assessing their learning and how they will be helped to make further progress to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work alternative assessment.
This will enable learners to impart knowledge and skills compatible to their understanding ability.
This structure also reflects also the age of learners for example preschool children can start at the age of years the time where their is rapid language development. Teachers of this level do so to meet this objective.
The founders of this theory are : Vygotsky, Brunner and John Dewey, they believe that 1 knowledge is not passively received but actively built up by the cognizing subject; 2 the function of cognition is adaptive and serves the organization of the experiential world.
In other words, "learning involves constructing one's own knowledge from one's own experiences. Meaning that humans generate knowledge and meaning from an interaction between their experiences and their ideas i. Hawkins said that knowledge is actively constructed by learners through interaction with physical phenomenon and interpersonal exchanges.
Mathew said that constructivist teaching and constructivist learning are Oxymoronic terms meaning that they are two terms which goes together but they are controversial to each other.
In constructivist teaching the teacher is required to enact agendas from outside the classroom that is it has to be of societal imperative but intended to enrich the curriculum at classroom level. Power of: This is also a traditional approach of instruction where the teacher ignores learning opportunities in the course of teaching but students are told to take note of them to be explored post learning process.
Power for: This is a democratic approach of teaching where the learner is freer to explore physical environment so as to solve some problems and create new knowledge. Power with: This is a democratic approach of teaching where learners have high opportunity in the course of learning. It was contended that, constructivist teaching scheme has five phases which are: i Orientation: Focusing learners interest on a particular area for learning ii Elicitation: Helping children become aware of their prior knowledge so that teacher can know student range of ideas.
Professional development should consider the important of using learners experience in teaching and learning process - Learners are challenged within close proximity to their current level of development.
By experiencing the successful completion of challenging tasks, learners gain confidence and motivation to embark on more complex challenges Vygotsky call it as zone of proximal development ZPD Vygotsky, Teachers should encourage and accept student autonomy and initiative.
They should try to use raw data and primary sources, in addition to manipulative, interactive, and physical materials. So that students are put in situations that might challenge their previous conceptions and that will create contradictions that will encourage discussion among them. In our teaching therefore we need to use some activities which originate from our environment so that learning can be meaningful to students.
So that students can construct their own meaning when learning Hawkins With this theory more emphasis is on how the information is processed than, how learning happens. The theory has three basic components which are; - Sensory register SR - Short term memory STM or working memory - Long term memory LTM Sensory register This is a stage, where the learner receives the information through senses and stores it in a short tem memory. At this point the information stays for only a fraction of a second; this is because this region is continuously bombarded by information which tends to replace the first information Shunk, Short term memory The information registered at SR is then shunted to the short term memory, where its storage at this region is facilitated by process called chunking and rehearsal.
Information here stays for not more than twenty seconds. If chunking and rehearsing does not occur within 20 seconds then the information will lapse.
This region has an ability of storing seven plus or minus two units of information. Long term memory In order for the information to be available in a long term memory it must be transferred from short term memory to long term memory by a process called encoding. At this point the new knowledge is related to the prior knowledge stored in long term memory resulting into persistence and meaningful learning by a process called spreading activation.
Mental structures called schema are involved in storage, organization and aiding of retrieval of information. Met cognition is an awareness of structures and the process involved Bigus, These are procedural knowledge and declarative. Where it is known that procedural knowledge needs more emphasis and time than declarative knowledge.
Learning can be due to incidental social interaction and observation. Learning occurs through imitational and modeling while one observes others. The behavior of the teacher has more influence to learners because learner will imitate the behavior of the teacher regardless of whether is good or bad Omari, Learning focus on the need of the learner and human development b.
Learning which lead to acquiring personal emotional and satisfaction e.
Teacher must plan teaching materials which help student to develop individual skills and unlearn what is not good which was learned some time ago e. Teacher use educational learning theories in solving some psychological problem for their students like using punishment, psychology of learning help instructor in deciding the nature of learning and how to achieve it when planning for teaching and learning process.
In Tanzania education system behaviorism and cognitivsim are the theories which are much applied by educational stakeholders this is manifested in the way teachers teach and the way assessment is conducted. Essentials of Educational Psychology: 6th Edition.
Ary, D. Introduction to Research in Education. Ashcraft, M. Human memory and cognition. Chunk, D. Learning Theories: An Educational Perspective. Pearson Education, Inc.
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