Learning Theories and Reading Development
Grand Canyon University
People learn. There is no debate about that. The challenge comes in determining how people learn, and what impacts their learning. This challenge has spawned a variety of theories. While many of these theories are rooted in some basic understandings about human behavior, there are some differences worth distinguishing. Constructivism, as a concept, has been developed by several researchers. Each researcher has found, through observation and study, a slightly different explanation on how people learn. The basics, however, remain rooted in the notions that people learn based on their own individual understandings, they construct their own meaning; thus the idea of constructivism (Cobb and Kallus, 2005). Constructivism is a learning, or a making meaning theory where knowledge is gained from interaction with information or content. Piagetian Constructivism
This can be referred to as either Piagetian or psychological constructivism. The underlying assumption of Piaget’s theory is that concept development forms when new information is assimilated into the working understandings of previously learned information. Further, motivation rests internally and with the new content materials (Cobb and Kallus, 2005). According to Huitt and Hummel (2003), Piaget recognized that the process of learning happened basically innately in children. They began to process information as it came to them. Although there was a process that children went through, according to Piaget, the basics are the same.
Knowledge, then, was something that happened when exposure happened. Working with new ideas created the learning and the knowledge was then formed. Radical Constructivism
Although there are similarities, the difference is quite easy to identify. In radical constructivism, the meaning and learning takes place when the person chooses to interact with...