Learning Theory

The document discusses cognitive constructivism learning theory. It states that learning is an active discovery process where teachers do not drill knowledge but push responsibility onto students. The reward is discovering knowledge intrinsically rather than physical rewards. Students play a game to learn about life cycles and increasing their scores motivates learning. For activities to be effective, students must be personally motivated to succeed. The tools let students learn at their own pace but the lesson is based on personal understanding with activities not forced in a specific way. Students expand their knowledge based on exposure to content.

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Learning Theory

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LEARNING THEORY 20161796 Phoebe Cumper

Learning is actively constructed and thus learning process is an active discovery process. In

cognitive constructivism teachers are not forced to drill knowledge into the students but push the

responsibility of the students learning, on the students. This theory uses reward not by physical

objects but the reward is discovering knowledge - this theory pushes the focus of learning onto

intrinsic knowledge. Through the science lessons of the life cycle students are rewarded with the

end product of their tool. Students play a Kahoot, that is an actively involved game where

students receive points for each right or wrong answer, viewing their scores increase is a

motivating tool, not with physical rewards but personal gain. For this activity and theory to be

eﬀective students must have personal motivation to succeed, the activity and end products will

not be suﬃcient without eﬀort. If students are not personally invested into this lesson, they will not

be rewarded. With the book creator, students if not personally motivated can complete a poor

resource but if otherwise, students will have work they are proud of. The tools used in this lesson

give students the capability to complete the work at their own standard, letting them learn and

grow at their own pace. My lesson is established by cognitive constructivism because it is based

of personal understanding, each activity is not forced upon by the teacher or taught in a specific

way, students are able to use their knowledge to gain more based on the content they are

exposed to. Students accommodate by using the skills and information already known on the ICT

tools and life cycles then expand this information. Underpinning my project throughout cognitive

theory, benefits students positively and with the activities and tools chosen students are given the

capacity to gain knowledge on a contextual, engaging level. Throughout the lesson students are

able to diﬀerentiate between diﬀerent life cycles and understand that each living thing has a life

cycle and that each of these living things depends upon other factors of the environment to

survive.

References

k10outline - Humanities and Social Sciences. (2014). K10outline.scsa.wa.edu.au.

Retrieved 19 January 2018, from https://k10outline.scsa.wa.edu.au/home/teaching/
curriculum-browser/humanities-and-social-sciences