Human beings and the rest of the species have different ways of learning within the area in which we develop. We, in particular, have the ability to learn not only to perform tasks, but also to explore our environment and theorize about how we can intervene in it.
The development of how we learn and how learning works has been studied over the years, applying different theories that explain how our mind works, our environment, and the processes we apply to learn. Some theories emerged to explain specific learning phenomena, others are derived from main theories, and in others, a contrast is established. Learning is a process that, although it seems static, is always in constant movement.
What do learning theories study?
The tslearning theories They study the ways, strategies, ideas and perspectives to achieve an effective learning method. Or at least a method that can be adapted to particular needs.
The evolution of learning theories goes hand in hand with the evolution of psychology, philosophy and human thought in general. They may be based on experimental studies, or collected through indirect observation applying some study method.
Its purpose is to understand and design processes to access new knowledge. These processes can be focused on different approaches. The four main ones from which learning theories have been developed are: behavior, emotions as a factor for learning, social effect and learning as a mental process.
Learning theories are approached and studied from different angles. Psychology, pedagogy, and sociology are areas of study that are in constant exchange of information, since their postulates explain many of the phenomena that are observed within learning.
The human mind can be very complex, and relying only on its study as an organism can close the panorama and leave out many concerns that the learning process generates.
Cognitive theories:
The cognitive theories Learning processes encompass several postulates, where mental processes are the protagonists. These theories can be divided into cognitive-social and cognitive-behavioral. Both branches, although they have a different focus, their main point of view comes from the individual’s own knowledge.
While the social approach admits that knowledge is generated by the individual’s environment, the behavioral view is based on the fact that knowledge comes from the ideas formed by the individual himself, which may or may not be reinforced by other factors.
Some cognitive theories best known are:
Meaningful learning (David Ausebel):
It bases its postulates on the preconceived ideas of the individual. If a person learns something new, and the most relevant ideas from this new information coincide with previous experiences or knowledge, the new ideas are better received.
To the extent that new knowledge is acquired, previous concepts are reinforced, but the ideas that will allow you to receive better and more information are also expanded. Thus, the previous cognitive process is important for new knowledge. This theory proposes that there is a connection between old information and new information, which allows an expansion of the knowledge base.
It bases its concept on the “construction” of ideas that the subject carries out to establish new knowledge. Although in meaningful theory a link between old and new knowledge is proposed, in constructivism, From the ideas already formed, new ones are built.
This theory could be said to encompass a part of meaningful learning and social learning, since it takes into account that the factors that allow the construction of new ideas come precisely from the environment where the individual is developing.
Being a cognitive theory, its strategies are based on promoting teaching from how to know how to think and understanding how we think. In this way, by creating an awareness of the mind as a creative instrument, all the ideas that generate new learning build themselves.
Theory of Genetic psychology (Jean Piaget):
The psychologist Jean Piaget developed a theory based on constructivism, taking the human mind as a biological entity.
Piagetist theory proposes how the individual is a generator of his own knowledge (constructivism) taking his teachers, parents, etc., as tools to generate it. But it also suggests that the new ideas that are formed depend on the genetic and biological factor of the individual.
Another meaning of the theory is that human intelligence is capable of generating this knowledge in the face of a stimulus, in this case adaptation. That is, the individual learns (builds knowledge) because he needs to adapt to a change.
The problem with this theory is that it leaves aside the social factor as an agent of change, or the generation of ideas, and only focuses on the mental processes that derive from adaptation to new scenarios. Furthermore, by proposing genetic and biological factors as relevant, it somehow discriminates the different capacities that an individual can demonstrate, since the human brain is assumed to be an organism that must comply with certain patterns, which sometimes do not apply in reality.
Sociocultural learning theory (Led Vygotsky)
This theory suggests that the main engine of learning is the environment. Everything an individual learns comes from his parents, teachers, peers, in short, society in general.
In fact, this theory goes further, stating that the culture and beliefs that are imparted to the individual from birth are capable of giving them unique tools that will allow them to develop new ideas.
That is, a group of students may be receiving the same information and perhaps developing their own ideas, but this theory suggests that what they are going to learn is determined by the cultural factor.
When any child is born, he or she does not have an idea of what the beliefs and customs of his or her environment mean, but as he or she learns them, he or she models all of his or her learning on them.
Observational learning or modeling (Albert Bandura):
Also known as social learning theorywas developed in 1977. Its foundations are based on the idea that an individual learns behaviors from his peersthat is, the society to which it belongs.
Learning occurs by observation. The individual observes behaviors of his “models” that he then imitates. Depending on the stimulus he receives, the learned behaviors are reinforced or discarded.
For example, if a child observes that his parents are loving towards each other, this child will replicate the behavior in his peers. If any adult observes this behavior and gratifies it, the child will tend to repeat it.
In this theory it is important to point out how the social and cognitive factors go hand in hand. The individual is not considered a subject willing to receive information and nothing more, but rather the subject carries out an exchange with his or her role model, and thus acquires behaviors and skills that little by little shape his or her development in the social environment.
Designing learning theories
Teachers, psychologists, pedagogues and psychopedagogues have the ability to design different theories that may or may not be applicable to daily life, or to the learning of a study group. The important thing is to establish a focus and start from a hypothesis.
Aspects that could rule out the hypothesis or break up the study group should not be neglected. It is necessary to make sure that the hypotheses are being well documented and have a scientific basis for the development of ideas and research.
To design, study and apply some of the theories that you wish to develop, it is important to take into account basic foundations of learning. Lines of research cannot be established without being clear about how learning itself works. So strategies must meet the following criteria: motivation, expectation, maturity, difficulty levels, attitude and intellectual capacity.
An individual’s motivation is important when acquiring knowledge. This can be developed as well as sustained over time. Also, expectations regarding what is about to be learned must be respected, to create the foundation for good learning.
Maturity refers to the mental state that the individual possesses according to different ages. Not everyone learns the same thing at the same age, especially in the early stages of development. So any strategy must respect this limitation, and know how to be focused on the correct area. The same applies with the level of difficulty, learning must be in some way challenging, stimulating, it must create a change so that the individual decides to acquire new knowledge.
Intellectual capacity also plays a factor in learning strategies, although it is not decisive, however, it is a point to take into account. And, finally, the attitude that the individual has when learning something new. It is important to promote an appropriate attitude when learning; factors such as fatigue and hunger can interrupt the learning process.
Taking into account all the factors described, it is possible to explore and implement own learning theoriesaccording to the needs that arise in the field of study.
How to apply them in the environment
Each learning theory described here, as already mentioned, is constantly evolving. Furthermore, some hypotheses can be demonstrated by testing own learning theoriesto develop a learning model that serves specific purposes.
Therefore, the application of any learning theory It is based on an in-depth study of the results that are obtained. In addition to rationalizing and understanding which theory is best for specific purposes. Everything related to learning cannot yet be encompassed by a single theory or approach, so according to the needs that arise, the application of one or more theories is adjusted.
If you want to learn something new, or as a teacher you want to implement new guidelines to your group, observe their behavior when faced with the new strategies that you are offering. It uses learning theories as a theoretical basis, but it all comes down to trial and error. Each person is different and has their own learning pace.and not all theories may work for certain aspects.
The important thing is that beyond obtaining results you observe the process. The learning process itself can leave many lessons even when the goals are not met. Hence, you can develop your own theories or perhaps verify or not, your initial hypotheses.
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