Learning, Understanding, and Conceptual Change

This week in CEP 810, our assignment was to read a few chapters from Bransford, Brown & Cocking’s (2000) How People Learn and to write an essay that explored our own understandings of learning, understanding, and conceptual change.  A copy of my essay can be found here. To summarize my writing, I talked about the differences between learning and understanding and how they both have an impact in the classroom setting.  As a kindergarten teacher, I find that my students are always learning new things, but I am left curious as to whether or not they actually understand it.  I found that I need to be more hands on in my teaching, giving their learning a purpose, and also allow the students to engage in trial and error processes.  I want to see my students move from novice learners up the ladder to expert learners.  I want for my students to find patterns and chunks that make it easier to recall information when needed.  This assignment has opened my eyes to want to provide that motivation and opportunities for students to succeed and gain usable knowledge.

One thought on “Learning, Understanding, and Conceptual Change

  1. I really like how much detail you provided on how important application of knowledge is to the learning process, without having something to do with newly learned knowledge it can end up being useless. I have noticed the same thing when working with younger students who are learning letter sounds, for some of them it is really hard for them to make the connection from letters to sounds to words. Gaining that deeper understanding that leads from just gaining new information to being able to transfer it to new situations and apply it, thus taking learners from novice to experts is a fun transformation to watch take place in young students, even when it is with something as basic as letter-sound correspondence.

    Like

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