Introduction to learning_and_instruction
- 1. Introduction to Learning and Instruction Wild boy from Frost and Dr. Itard 의 경험 (5 가지의 원칙으로 훈련 ) 그림 1-1 에서 예측해보기 Itard 는 자신의 경험을 통하여 교육의 역할을 ( 인간발달을 위해서는 사회가 중요하다 . 인간은 자신의 요구를 만족하기 위하여 학습한다 . 교육프로그램은 과학에 기초해야 한다 ( 현대과학내지는 의학의 도움으로 인간은 보다 완벽해질 수 있다 ). 교육성과의 개인차 ) 이 책에서 추구하는 바 (Itard 의 경험이 시사하는 바 ), the overarching goals (learner-centered approach)= understand the cognitive processes and knowledge used by learners in carrying out learning tasks . how to help students develop the cognitive processes used by skilled practitioners to perform academic tasks .
- 2. Instruction Gagne(1974, p.vii) “the arrangement of external events to activate and support the internal processes of learning” Instruction is something the teacher ( Instructional Delivery System: added ) does. The goal of instruction is to promote learning in the student.
- 3. Learning Lasting changes in the learner’s knowledge where such changes are due to experience .(어떤 변화에 주안점을 두느냐에 따라 학습을 보는 관점을 달리하는 다양한 이론들이 등장
- 4. Three approaches to research on learning and instruction Behaviorist approach (the effects of some observable manipulation on some observable behavior.) Cognitive approach (how instructional procedures influence internal information-processing events and the acquire cognitive knowledge) Contextual approach (instructional methods can not be separated from the context in which they are used (actually implemented)
- 5. Three roads for Psychology in Education 표 1-1(11쪽)
- 6. Three metaphors of learning Strengthening a connection (adding new behaviors to your repertoire)—learning as response strengthening Adding files to a file cabinet (adding new facts and skills to your knowledge base)—learning as knowledge acquisition Building a model (understanding how to fit pieces of information together)---learning as knowledge construction (14 쪽 표 1-4)
- 7. A Cognitive Theory of Meaningful (or Multimedia) Learning: CTML 목표: understanding how instructional manipulations affect changes in the learner knowledge (changes in learning strategies and the structure of memory)= construction of knowledge . 그림 1-3을 보자
- 8. Three principles of learning Dual channels principle - People have separate channels for processing visual and verbal materials (Baddeley, 1999; Paivio, 1986). The limited capacity principle – People are able to actively process only a limited amount of material in a channel at one time at WORKING MEMORY . The active learning principle — Meaningful learning occurs when learners engage in appropriate cognitive process by attending(selecting) to relevant information, organizing the information into a coherent structure, and integrating representations with each other and prior knowledge retrieved from LTM (Mayer, 2005).
- 9. Three memory stores in meaningful learning Sensory Memory Working Memory (Short-Term Memory) Long-Term Memory (표1-4)
- 10. Three cognitive processes in meaningful learning Selecting : Sifting out relevant from irrelevant information Organizing : connections among the incoming pieces of information Integrating : constructing external connections between the newly organized knowledge in WM and existing knowledge.
- 11. What we learned (knowledge) Fact Concepts: a person’s representation of categories, schemas, principles and model of a domain Procedures Strategies Beliefs ( 표 1-6)
- 12. Six Factors in the learning-Instructional process Instructional manipulation (Ways of teaching and organizing the materials) Learner characteristics Learning context Learning processes Learning outcome (No learning…) Outcome performance
- 13. Three types of learning outcomes No Learning Rote Learning (only selecting and retention performance) Meaningful Learning
- 14. Three kinds of cognitive load Intrinsic cognitive load Extraneous cognitive load Germane cognitive load
- 15. The challenge of teaching for transfer Transfer of learning : the effect of previous learning on new learning. (when a person uses knowledge from previous learning to help learn something new) Problem-solving transfer : the effect of previous learning on new problem solving. (….. to devise a solution to a new problem) Positive, negative, and neutral transfer Specific, General, Mixed Transfer ( 표 1-10)