Insightful learning is a cognitive process that leads to sudden problem-solving realizations, contrasting with traditional trial and error methods. It involves several steps, including problem identification, incubation of ideas, and insight development, ultimately enhancing problem-solving skills through understanding. Educational implications emphasize understanding the whole situation, motivating learners, and integrating various subjects, despite limitations in applicability for lower intelligence levels and certain educational contexts.

1. Insightful Learning
Theory
Chiranjibi Behera
Lecturer in Education
Deogarh College, Deogarh,
Odisha, India

2. What is Insightful learning?
1. Insightful learning is a type of learning or problem solving that happens all-of-a-
sudden through understanding the relationships of various parts of a problem
rather than through trial and error.
2. It is a cognitive process characterized by
sudden realization or comprehension of
problem, leading to an effective solution.
3. This type of learning contrasts sharply with
traditional methods, such as trial and error,
as it relies on mental restructuring rather than experiential learning.

3. EUREKA
1. Insight learning also
involves the "I have
found it!" feeling or
"eureka".
2. Insight learning is also
expressed as the "Aha
moment,"

4. CHARACTERISTICS OF INSIGHT LEARNING
1. Insight is the sudden grasping of the solution to a problem.
2. Insight is facilitated by the previous experience.
3. Insight is related to intellectual ability of the learner.
4. Insight learning involves understanding and reasoning about the problem.
5. Insight poses alternative mode of trial suddenly to solve the problem.

5. STEPS IN INSIGHT LEARNING
• Identifying the Problem: This is the first step where the learner recognizes that there is an issue
that needs solving. For example, imagine a student struggling to solve a math problem. They first
need to understand what the problem is asking before they can find a solution.
• Initial Efforts: In this stage, the learner tries to solve the problem using basic methods, often
through trial and error. For instance, the student might attempt different formulas or calculations to
see if any lead to the correct answer. This initial exploration helps them engage with the problem.
• Incubation of Ideas: After some initial attempts, the learner may take a break or set the problem
aside for a while. During this time, their mind continues to process the information unconsciously.
For example, the student might go for a walk or do something unrelated, allowing their brain to
work on the math problem in the background.
• Insight Development: This is when a sudden realization occurs—often referred to as an "aha!"
moment. The student might suddenly see how to approach the math problem correctly after
thinking about it subconsciously during their break. This insight can feel like a flash of clarity that
provides a solution.
• Repetition and Generalisation: Once the learner has found a solution, they will apply it to similar
problems. For example, if the student successfully solves one type of math problem using a specific
formula, they will likely use that formula for other similar problems in future assignments. This step
helps solidify their understanding and ability to generalize solutions across different contexts.By
following these steps, learners can enhance their problem-solving skills through insight rather than
just rote memorization or repetitive practice.

6. EXPERIMENT

8. GESTALT
1. German psychologists Max Wertheimer, Kurt Kaffka and Wolfgang
Kohler advocate Gestalt psychology.
2. Gestalt is a German word which means 'configuration' or 'organised
whole'. When one understands the whole situation, suddenly he gets
an idea to solve the problem.
3. Learning takes place through perception of the whole situation.
4. One can’t understand by studying parts but can understand by s
underlying the whole. Understanding the whole situation is more
important than parts.

9. PRINCIPLES OF GESTALT
Proximity - It refers to perceptual groups which are liked according to
nearness of the parts. We perceive the close things as a group. Things which
are close in their contact form a unit Like two pairs of lines or curve.

10. PRINCIPLES OF GESTALT
Similarity - Similar objects form a group. Similar things help in gro ping.
Learning of similar items is easier than dissimilar items. Here the picture
forms two separate groups easily.

11. PRINCIPLES OF GESTALT
Closure - It refers that "closed areas are more stable than unclosed. Gaps in
the figure are perceived as a complete figure. The triangle is not a complete
one but it is treated like a triangle due to perception of the whole.

12. PRINCIPLES OF GESTALT
Figure-ground relation - If we want to know about organisation of
anything, we must understand the figure-ground relation. Any formless,
abstract figure can be treated differently based on our perception.

13. PRINCIPLES OF GESTALT
Principle of continuity- The principle of continuity states that elements
that are arranged on a line or curve are perceived to be more related than
elements not on the line or curve.

14. FACTORS FOR INSIGHTFUL LEARNING:
1.Experience - Previous experience helps in understanding
problems.
2.Intelligence - Minimum functional intelligence is helpful for
insightful learning.
3.Situation - Scope should be provided for learning through
observation.
4.Initial Efforts - Trial and Error helps through initial efforts to
insightful learning.
5.Generalisation - One learning must be utilised for similar situation
or identical situation.

15. Educational Implications of Insightful learning:
1. Discouraging application of mechanical learning- An individual learns in a mechanical process by trial-and-error
theory. It is blind and based on practice. While solving a problem, the learner applies insight and goal Which is
clearly understood.
2. Using insight- Sudden change in behaviour is due to insight. It helps to get an idea immediately and solve the
problem. If the individual will not apply the insight, the problem cannot be solved immediately. It helps to
perceive the situation and deals effectively.
3. Emphasizing on understanding- The insightful learning theory gives importance on the understanding or
comprehension of the whole situation. The behaviour of the learner is purposive and well-planned. It becomes·
more meaningful after understanding. Adding the whole situation.
4. Proceeding from whole to part- The modern maxim of learning is proceeding from· whole to part. The learner
reacts the situation as a whole. The teacher, while teaching should present the topic as a whole, then proceed to
parts. While teaching geography one must have to learn the whole world, then proceed to continent, country,
state, district town or village. Poem should be understood as a whole, then for memorisation it should be broken
into parts.
5. Use of Thinking and Reasoning Power- The trial-and-error theory does not use thinking power which involves
reasoning, thinking and iriiaginati6n etc. of higher mental abilities. .

16. Educational Implications of Insightful learning:
6. Discovering learning- The theory is use for scientific discoveries and inventions.
Suddenness is a factor of insightful learning. -The discovery or an invention
depends on suddenness of an idea which helps to -discover or invent.
7. Putting stress on transfer of learning- The learner gets- ideas and information
through learning. When he comes across the problems- previous knowledge,
experiences and skills are helpful to solve the problems at once.
8. Creating motivation- The aims and objectives are to be cleared. The learner
motivates to learn. The teacher should clear the aims and objectives of teaching.
Curiosity and interest of the child must be motivated.
9. Correlating various subjects- Now we give more importance on core- curriculum.
The integration of different subjects-is most important. So, the transfer of learning
will be more.

17. LIMITATIONS
1. It is not helpful for lower class students.
2. It is not suitable for students weak in intelligence.
3. It is based on the skill and efficiency of the teacher.
4. It cannot leave trial and error learning fully.
5. It sometimes depends on mechanical learning.
6. It is not suitable for all the activities and subjects.
7. All learning is not a product of insight.