Theoretical perspectives on human learning

Topics: Constructivism, Learning, Social constructionism Pages: 9 (2713 words) Published: April 18, 2014
Theoretical Perspectives on human learning

14 March 2014

TABLE OF CONTENTS

Introduction3
Distinctive Features: Constructivistic learning perspective ..........................................................................................3 Phenomenograpic learning perspective .....................................................................................4

Socio-cultural learning perspective .............................................................................................5

Learning perspectives: differences and similarities ...................................................................6 Conclusion8
References10

Introduction
The discussion in this task will explain the three perspectives on human learning, namely a Constructivist perspective where the major goal is to cultivate the learners’ thinking and knowledge construction skills (Vrasidas 2000:1), a Phenomenographic perspective where the internal psychological process of acquisition and elaboration is investigated and a Socio-cultural perspective which underpins the idea of an external interaction process between the learner and his or her social, cultural or material environment (Illeris 2003:397). In an attempt to explore the relation between the learning perspectives, I indicated that the three learning perspectives could possibly be linked to the three main parts or functions of the human brain. The constructivist perspective could be seen as applicable to the neo cortex (forebrain), the phenomenographic perspective could be linked to aspects of the limbic (middle) brain and the socio-cultural perspective could refer to the cerebellum, reptilian or hindbrain. I therefore argued that a new learning perspective should be inclusive of all the learning perspectives and embrace a holistic approach in order to be relevant to all aspects of human learning. Constructivistic learning perspective

A Constructivist learning perspective emerged out of a pragmatic and reasoning frame of mind which developed in the face of a growing industrialized, machine-orientated world where the scientific orientation of cause and effect and belief in an objective reality became the axis of the learning and educational world. The long tradition of an objectivistic constructivist approach, “a belief in one true and correct reality“ (Vrasidas 2000:3) in education, has its roots in the mechanisms of scientific management, such as standardisation and task analysis which would ensure the most efficient production in business and industry (Vrasidas 2000:3) . Constructivism has dominated the field of education over several decades. Most of the traditional approaches to learning and teaching that are based on behaviouristic and cognitive theories, share philosophical assumptions that are fundamental in objectivism. This perspective embraces a hierarchical, chronological approach where information is shared via the instructor (teacher) to the student. Key to this learning perspective is the notion of the teacher as guide of the process. The teacher will shape the information in such a way as seen see fit for the specific group or individual. A constructivist learning approach would focus on the individual learner’s aptitude to construct new knowledge while they engage in the process of interpret and make meaning of their classroom experience. This process is underpinned by the idea that new knowledge is constructed and built on previous knowledge. This approach is learner-centered and effectivity of the learning process relies partly on the amount of energy and innate ability of the individual (Wang 2006:151). The focus is more on documenting change of student behaviour and cognitive structures, not meaning-making and understanding. This should not suggest that objectivist teachers are not...
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