Learning And Cognitive Learning Theory

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Learning theories
Learning theories help in describing how the information is being immersed, managed, and recollected during the process of learning. Factors such as intellectual, sentimental, past experiences and environmental issues play an important part in the learning process and to acquire knowledge.
Behavioral theories
Behaviorism, as a learning theory, is based on a change in knowledge through controlled stimulus/response conditioning. This type of learner is dependent upon an instructor for acquisition of knowledge. The instructor must demonstrate factual knowledge, then observe, measure, and modify behavioral changes in specified direction. This type of learning is a conditioned response or rote memorization of facts, assertions,
Learning occurs through internal processing of information. From the cognitive viewpoint, how new information is presented is important. In the first, or cognitive phase of learning, the patient learns the overall picture of what the task is and the sequences involved. In the second, or fixation learning phase, the learner begins to gain skill in performing the task. Whether a physical task is learned as a whole or part by part depends on its complexity (Rowland,
It asks why students do not learn deeply by listening to a teacher, or reading from a textbook. To design effective teaching environments, it believes, one needs a good understanding of what children already know when they come into the classroom. The curriculum should be designed in a way that builds on what the pupil already knows and is allowed to develop with them. Begin with complex problems and teach basic skills while solving these problems. This requires an understanding of children's cognitive development, and constructivism draws heavily on psychological studies of cognitive development (Rowland, 2010).
The learning theories of John Dewey, Marie Montessori, and David Kolb serve as the foundation of constructivist learning theory (Mezirow, 1997). Constructivism has many varieties: Active learning, discovery learning, and knowledge building are three, but all versions promote a student's free exploration within a given framework or structure. The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic

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