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Basic Concepts of Learning

The document discusses several key concepts related to learning: 1) Learning is defined as a process of permanent change in knowledge, beliefs, behaviors, or attitudes rather than merely changes in behavior. 2) There are different areas of learning change including knowledge, skills, attitudes, motivation, interests, and fundamental beliefs. 3) Scholars like Kurt Lewin and Robert Gagné identified different domains of learning including motor skills, verbal information, intellectual skills, cognitive strategies, and attitudes. 4) Basic concepts are words, terms, and prepositions that help perceive and describe the world, and are important for cognitive development, school readiness, and future academic success.

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Mary Jane Sebial Mancera
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907 views2 pages

Basic Concepts of Learning

The document discusses several key concepts related to learning: 1) Learning is defined as a process of permanent change in knowledge, beliefs, behaviors, or attitudes rather than merely changes in behavior. 2) There are different areas of learning change including knowledge, skills, attitudes, motivation, interests, and fundamental beliefs. 3) Scholars like Kurt Lewin and Robert Gagné identified different domains of learning including motor skills, verbal information, intellectual skills, cognitive strategies, and attitudes. 4) Basic concepts are words, terms, and prepositions that help perceive and describe the world, and are important for cognitive development, school readiness, and future academic success.

Uploaded by

Mary Jane Sebial Mancera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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BASIC CONCEPTS OF LEARNING

In common parlance the word 'learning' carries at least two meanings. There is a
general one of some kind of change, often in knowledge but also in behavior.
However, learning cannot be defined merely in terms of changes in behavior. But there
is also a more intense sense of the verb 'to learn' meaning to memorize, to learn by
heart (Roger, 2003, p.86).
To say that 'learning is change' is too simple. Not all change is learning. What we
usually mean by 'learning' are those more or less permanent changes and
reinforcements brought about voluntarily in one's patterns of acting, thinking and/or
feeling (Roger, 2003, p.86).
According to Ambrose et al. (2010, p.3):

 Learning is a process, not a product

 Learning is a change in knowledge, beliefs, behaviors or attitudes

 Learning is not something done to students, but something that students


themselves do
There have been several attempts to describe the different areas of learning change.
The traditional distinction has been between learning knowledge and learning skills; but
others have elaborated on this.Several point to the need to include attitudes as a third
area. In the field of learning objectives, knowledge, skills and attitudes (KSA) is a well-
worn path (Rogers, 2003, p.86).
Kurst Lewin (1935) suggested that learning changes occur

 in skills,

 in cognitive patterns (knowledge and understanding),

 in motivation and interest, and

 in ideology (fundamental beliefs) (Rogers, 2003, p.86).

Robert M. Gagné (1972) identified the following five domains or types of learning


outcomes:

 motor skills which require practice,

 verbal information - facts, principles and generalizations which when organized


into larger entities become knowledge,

 intellectual skills - the 'discriminations, concepts and rules' that help in using
knowledge,

 cognitive strategies - the way the individuals learns, remembers and thinks, the
self-managed skills needed to define and solve problems, and

 attitudes (Rogers, 2003, pp.86-87).


Basic Concepts refer to those words, terms and prepositions which assist us in the
perception and description of the world. These concepts are usually learned as an
integral part of the process of language acquisition within the framework of the home,
kindergarten and school. The main concepts relate to the spatial and temporal
dimensions of human reality. A child who learns the names of colours or the names of
geometrical shapes, acquires tools by which he/she will be able to perceive stimuli in
his/her surroundings in a more precise manner. In paying attention to these attributes
the path towards the organization of the environment is laid.

Learning these concepts not only enriches the development of language in children but
also equips them with some of the necessary tools to develop their thinking processes.
Acquiring basic concepts helps the child to learn to perform mental operations (such as
matching, comparing, classifying, inferring, perspective taking, seriation and
conservation) which constitute the goals of cognitive development. Basic concepts are
therefore an important indicator of children’s readiness for formal school learning and of
their future academic success. Basic Concepts ultimately assist children to forge
new connections, construct understanding and generate their own ideas.

http://www.basicconcepts.co.za/basic-concepts-programme/what-are-basic-concepts

https://www.tlu.ee/~sirvir/IKM/Learning_and_Learning_Organization/the_concept_of_le
arning.html

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