3. Las dimensiones individuales del prendizaje
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Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
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This document provides an introduction to learning theories. It defines learning and discusses it as both a process and a product. Learning occurs through changes in behavior, knowledge, and skills gained through experience, study, teaching, and instruction. The document outlines some key principles of learning, such as it being something all humans and other living things do, and how it evolved to promote survival. It then discusses some of the major domains of learning theories, including behaviorism, constructivism, sociocultural, and cognitivism. The importance of understanding learning theory for educators is discussed, as one's beliefs about knowledge and how people learn profoundly impact their approach to education.
Child centered curriculum hcns
A child-centered curriculum is based on students' interests and ideas rather than standardized tests. The teacher's role is to guide and support students by providing opportunities based on their interests to encourage independence. It allows children to become teachers by constructing knowledge through hands-on learning and experiences. The curriculum is built on students' interests, abilities, and needs through learning by doing rather than memorization. The teacher acts as a facilitator to guide and support interest-based learning. The document provides examples of how the author's early childhood program supports this approach through choices, exploration, and focusing on the process over products. Benefits include increased motivation, creativity, and life skills while challenges include adapting quickly to changing interests and lack of consistency.
Nursing education and philosophy
This document discusses different philosophical foundations of education including idealism, realism, pragmatism, and existentialism. It describes the key aspects of each philosophy including their originators, curricular emphasis, and teaching methods. Idealism focuses on the mind and ideas, realism emphasizes the physical world and facts, pragmatism is concerned with problem solving through experience, and existentialism views reality as subjective to the individual. The document provides an overview of the different philosophical approaches to education.
Report_Ebal_PhilFounofEduc.docx
This summarizes various classical and contemporary philosophies that are essential in understanding the framework of our educational structure today.
Theories of Learning and Development
This document provides an overview of key concepts in early childhood development and education, including:
1) Discussions of various child development theories including socio-cultural, behavioral, cognitive, and constructivist perspectives. Formative assessment and the importance of observation are also covered.
2) An introduction to session topics which will explore the EYFS framework, assessment, inclusion, management and leadership.
3) Guidance on effective observation practices, including focusing on what children can do, using objective language, and maintaining anonymity. The importance of context, analysis, and next steps is also emphasized.
Philosophy of education
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
Qw
Views student on How to learning occur
The document discusses several theories of how learning occurs:
1) Behaviorism - Learning is the acquisition of new behaviors through conditioning like classical and operant conditioning.
2) Cognitivism - Focuses on mental processes like how perception, memory, judgment and problem solving affect learning.
3) Constructivism - People actively construct their own understanding and knowledge through experiences and reflecting on them.
4) Transformative learning theory - Learning involves changing frames of reference through critically reflecting on assumptions.
Assignment new
Critical pedagogy began during South African apartheid when teachers employed it to subvert the racist curriculum and encourage critical examination of social issues. It combines education with critical theory to help students develop consciousness, recognize authoritarianism, and take constructive action. Critical pedagogy involves relationships between teaching and learning through processes of unlearning, learning, and relearning. Problem-based learning is a student-centered approach where students learn through problem solving in groups, while the teacher facilitates the learning process. Reflective practice involves critically examining one's actions and theories to engage in continuous learning. Experiential learning is making meaning from direct experiences, and genuine learning requires willingness to engage, reflection, conceptualization skills, and decision making.
How people learn
This document provides an overview of various learning theories including philosophy-based, psychology-based, progressive, and associationist theories. It discusses how learning occurs in social and cultural contexts and that people learn in different ways. The role of the environment, brain, emotions, and metacognition in learning are also examined. The document emphasizes that teaching involves organizing the learning environment, knowledge, activities, and people to build bridges between students' existing knowledge and curriculum goals.
PRAGMATISM
John Dewey (1859-1952) was an American philosopher who was a leading proponent of pragmatism. Pragmatism is a philosophy that emphasizes practical experience over abstract theorizing. It focuses on what works over theoretical correctness. Key principles of pragmatism include giving importance to action and experience, believing in change and growth through interaction and environment, and focusing on means rather than ends. Pragmatism rejects metaphysics and believes knowledge comes from experience. It also believes values are determined by the consequences of actions. Pragmatism influenced progressive education by emphasizing learning by doing, integrating subjects, and using methods like the project method.
Vanishing Point: Cognitive Alchemy and the Science of Adult Learning
This presentation provides resources and materials for accessing SlideShare using the presenter's name to find related presentations. It also discusses the concept of "flow" in learning, describing it as an optimal state where skill and challenge are balanced, allowing for deep engagement and focus. Additionally, it outlines principles of instructional design for online learning environments, emphasizing the importance of clear goals, active learning strategies, and creating opportunities for success.
Knowledge and curriculum
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
Educational philosophies BELANO -ISAAC REPORT.pptx
The document provides definitions and comparisons of different educational philosophies including essentialism, progressivism, perennialism, constructivism, behaviorism, reconstructionism, existentialism, and eclecticism. It defines each philosophy's views on why and how to teach as well as what content to teach. A comparison chart then outlines the differences between traditional and contemporary approaches across categories such as philosophical orientation, theoretical orientation, educational values, processes, focus, curriculum, learning, grouping, teachers, students, direction, and citizenship. References are provided at the end.
Vais pbl
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
Introduction-to-Learning-Theories.ppt
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
Introduction to-learning-theories
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
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The document discusses several key aspects of designing educational spaces and experiences to enhance learning. It notes that providing advance organizers allows learners to understand what is important and focus on learning. Humans respond unconsciously to physical environments, being drawn to features like prospect, refuge, mystery, color, light and texture. Good design considers different user types and needs to make spaces easy to use and comprehend, while bad design has the opposite effect. Memories form over time through reinforcement, with subsequent experiences becoming part of people's memories of the educational experience.
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3. Las dimensiones individuales del prendizaje
- 11. Motivated by Personal Curiosity I come here primarily because it interests me and I like it.
- 12. Motivated by Other People I come here primarily because it will satisfy other people’s needs
- 13. Motivated by Desire to See & Experience Place I come here primarily because it is an attraction or thing to do in this community; its reputation.
- 14. Motivated by Specific Knowledge-Related Goals I come here primarily because it relates to my work or is something I actively pursue as a hobby.
- 15. Motivated by Contemplative or Restorative Experience I come here primarily because it helps me feel refreshed or focused or appreciative