THE LEARNING

Arahan, Devi Kiaki

EDUC 200, BLOCK G

Historical,
Philosophical,

PROCESS
Psychological,
Sociological
Foundations of
Education
 THE LEARNING PROCESS

Learning Objectives:

A. Identify Learning Process

B. Enumerate Principles of Learning
C. Name and Define Domains of Learning
D. Know why Learning Process is
Important
 LEARNING THEORY

Behaviorists
Cognitive Theory
Combined Approach
 BEHAVIORISTS

Cognitive Behaviorists believe that

animals, including humans, learn in
about the same way. Behaviorism
stresses the importance of having a
particular form of behavior reinforced
by someone, other than the student, to
shape or control what is learned.
 COGNITIVE THEORY

Much of the recent psychological thinking and

experimentation in education includes some
facets of the cognitive theory. This is true in
basic as well as more advanced training
programs. Unlike behaviorism, the cognitive
theory focuses on what is going on inside the
student's mind. Learning is not just a change in
behavior; it is a change in the way a student
thinks, understands, or feels.
 COMBINED APPROACH

Both the behavioristic and the cognitive

approaches are useful learning theories. A
reasonable way to plan, manage, and conduct
aviation training is to include the best
features of each major theory. This provides a
way to measure behavioral outcomes and
promote cognitive learning. The combined
approach is not simple, but neither is learning.
 DEFENITION OF LEARNING

Learning is Purposeful
Learning is a Result of Experience
Learning is Multifaceted
Learning is an Active Process
 LEARNING IS PURPOSEFUL

Each student sees a learning situation from a different viewpoint.

Each student is a unique individual whose past experiences
affect readiness to learn and understanding of the requirements
involved. For example, an instructor may give two aviation
maintenance students the assignment of learning certain
inspection procedures. One student may learn quickly and be
able to competently present the assigned material. The
combination of an aviation background and future goals may
enable that student to realize the need and value of learning the
procedures. A second student's goal may only be to comply with
the instructor's assignment, and may result in only minimum
preparation. The responses differ because each student ads in
accordance with what he or she sees in the situation.
LEARNING IS A RESULT OF EXPERIENCE

Since learning is an individual process, the instructor cannot do

it for the student. The student can learn only from personal
experiences; therefore, learning and knowledge cannot exist
apart from a person. A person's knowledge is a result of
experience, and no two people have had identical experiences.
It seems clear enough that the learning of a physical skill
requires actual experience in performing that skill. Student
pilots learn to fly aircraft only if their experiences include flying
them; student aviation maintenance technicians learn to
overhaul power plants only by actually performing that task.
Mental habits are also learned through practice. If students are
to use sound judgment and develop decision.
 LEARNING IS MULTIFACETED

If instructors see their objective as being only to train their

students' memory and muscles, they are underestimating the
potential of the teaching situation. Students may learn much
more than expected if they fully exercise their minds and
feelings. The fact that these items were not included in the
instructor's plan does not prevent them from influencing the
learning situation.
 LEARNING IS AN ACTIVE PROCESS

Students do not soak up knowledge like a sponge absorbs

water. The instructor cannot assume that students remember
something just because they were in the classroom, shop, or
airplane when the instructor presented the material. Neither
can the instructor assume that the students can apply what
they know because they can quote the correct answer verbatim.
For students to learn, they need to react and respond, perhaps
outwardly, perhaps only inwardly, emotionally, or intellectually.
But if learning is a process of changing behavior, clearly that
process must be an active one.
 PRINCIPLES OF LEARNING

 Readiness
Individuals learn best when they are ready to learn, and they do not learn well if they see
no reason for learning.
 Exercise
The principle of exercise states that those things most often repeated are best remembered
 Effect
The principle of effect is based on the emotional reaction of the student. It states that
learning is strengthened when accompanied by a pleasant or satisfying feeling, and that
learning is weakened when associated with an unpleasant feeling.
 Primacy
Primacy, the state of being first, often creates a strong, almost unshakable, impression.
For the instructor, this means that what is taught must be right the first time. For the
student, it means that learning must be right.
 Intensity
A vivid, dramatic, or exciting learning experience teaches more than a routine or boring
experience..
 Recency
The principle of recency states that things most recently learned are best remembered
 THE LEARNING PROCESS

HOW PEOPLE
LEARN?
HOW PEOPLE LEARN?
GRAPH
 HOW PEOPLE LEARN?
DEFENITION

What I hear , I forget .

What I hear and see , I remember a little .
What I hear, see, and ask questions about or
discuss with someone else, I begin to
understand .
What I hear, see, discuss, and do , I acquire
knowledge and skill.
What I teach to another, I master . (Silberman,
1996, p. 1
LEVELS OF LEARNING
ILLUSTRATION
 LEVELS OF LEARNING
DEFENITION

Levels of learning may be classified in any number of ways.

Four basic levels have traditionally been included in aviation
instructor training. The lowest level is the ability to repeat
something which one has been taught, without understanding
or being able to apply what has been learned. This is referred to
as rote learning. Progressively higher levels of learning
understand what has been taught, achieving the skill for
application of what has been learned, and correlation of what
has been learned with other things previously learned or
subsequently encountered.
 DOMAINS OF LEARNING

Cognitive Domain
Affective Domain
Psychomotor Domain
 COGNITIVE DOMAIN

The cognitive domain aims to develop the

mental skills and the acquisition of
knowledge of the individual.

The cognitive domain encompasses of six

categories which include knowledge;
comprehension; application; analysis;
synthesis; and evaluation.
COGNITIVE DOMAIN
 AFFECTIVE DOMAIN

The affective domain includes the feelings,

emotions and attitudes of the individual. The
categories of affective domain include receiving
phenomena; responding to phenomena;
valuing; organization; and characterization
(Anderson et al, 2011)
AFFECTIVE DOMAIN
 PSYCHOMOTOR DOMAIN

The psychomotor domain includes utilizing

motor skills and the ability to coordinate them.

The sub domains of psychomotor include

perception; set; guided response; mechanism;
complex overt response; adaptation; and
origination.
PSYCHOMOTOR DOMAIN
 LEARNING PROCESS

Learning is an integral part of every individual’s

life. It is very key to growth and development
and hence requires the need for both students
and teachers to be committed to the process. It
is further necessary to ensure that the delivery
of learning combines generally different facets
which have been identified to be the domains
of learning.
 LEARNING PROCESS

With the continually increasing need to ensure

that students are taught with varying strategies
and techniques, it is important for teachers to
adopt a teaching strategy that combines
various domains of learning to enable teaching
and learning to be considered as effective.
END OF PRESENTATION

Questions?