Learning cannot be encapsulated as one specific means of obtaining knowledge simply through the input of information but is better characterized by three developed theories of learning; behaviorism, cognitivism, and constructivism, which aim to reinforce, make connections and remold mental representations of information, respectively. A situation in which all three methods of learning were presented to me pertains to my favorite university course, Endocrinology (biology 432), which is the study of endocrine glands, and hormone systems in the human body. The course began by overviewing the topics to be covered using the behaviorism strategy; presenting us with terms and definitions which needed to become second nature before proceeding to the more complex components of the course. This was achieved through constant presentation and reinforcement of information, thus enhancing our stimulus-response associations until the correct knowledge became inherent to us. Secondly, the professors took on a cognitivism approach, in which they began to build upon our knowledge of basic Endocrinology and presenting us with more complex ideas, in which they linked to previous understanding and the utilization of prerequisite knowledge to improve understanding of complex ideas. Deeper thinking was encouraged in this section, since the information being presented was not simply input and regurgitation, but required decision making, for example, presenting us with symptoms of an illness and prompting us to associate the information we already knew and connect it to the novel information. Finally, in the most complex portion of the course, the constructivism strategy was engaged to promote the mounding of our knowledge into more than just knowing what was written in the textbook. We were primed to take our understandings and apply it to higher-order thinking, in that real-life patient scenario were presented, and we had to interpret the information (ex. Cold intolerance lethargy and depression) and come up with what was causing it, a formal diagnosis, and future treatments. This information could not simply be read from a textbook, the information needed to be conceptualized and elaborated upon using underlying knowledge. By creating a link between presented material and the meaning of the information we were able to remold the way our brains process information. By Embodying all three methods of learning design, I was able to progress my knowledge to more than just reproducing what the textbook aforementioned, but I was able to associate, process, and contextualize information in a positive, effective way.
After reading Trinh’s post it was clear to me that although science and theory formulate methods for effective learning, each individual is unique in that their learning strategies stem from personal insight, knowledge, and the context/environment in which they learn information. Despite Derek Muller suggesting the complicated impacts of learning via khan academy, and the impacts of screen time learning, students can still thrive by utilizing these methods of learned behavior and knowledge gain.
Thanks so much for listening!!
Xoxo Olivia