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summary congruence and friction between learning and teaching
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Summary for all paragraphs until 2.3 of the paper 'congruence and friction between learning and teaching' by Jan D. Vermunt and Nico Verloop.
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Congruence and friction between learning and teachingIntroduction
- The idea that learning is a transmission of knowledge from one source to the learner has
come under increased pressure
o Knowledge is gained in isolation and therefore harder to access. i.e. it is not
connected to anything
o Inertness of knowledge: although pupils and students have gained a lot of
knowledge they cannot access it to solve problems or perform tasks
- the speed at which the world is changing requires students to gain knowledge even outside
of their school careers
- learning is an active process in which learners build up internal knowledge representations
which changes constantly depending on one’s experiences
- a theory for teaching is needed in which the students learning processes is a core player
student-regulation of learning processes
- learning activities can be categorized into 3 groups: cognitive, affective and metacognitive
(regulative)
o cognitive processing activities: those activities that a student uses to process subject
matter and lead directly to an change in a student’s knowledge base
o affective learning activities: activities the students employ to cope with the
emotions that arise during learning, this can lead to a mood that either increases or
decreases a student’s learning ability
o metacognitive regulation activities: those thinking activities students use to decide
on learning contents. To exert control on their processing and learning activities and
to steer the outcome of their learning.
o Regulation has 2 different levels depending on context
A type of learning activity (the metacognitive activities)
In a more general sense as al 3 learning activities combined
- Cognitive processing activities
o relating/structuring: looking for connections between different parts of the subject
matter and the whole broad outline of the learning materials. Linking newly gained
information to prior knowledge and prior preconceptions.
Structuring: the student brings together different parts of the information
gained into an organized whole
Relating activities: the student tries to think of analogies for problems in the
subject domain, examine similarity and differences between theories and
learning experiences and compare the newly gained knowledge to prior
knowledge from other subjects
o Analysing: breaking down the larger whole into smaller parts and focussing per part
what is happening. You go through a problem, theory, etc. step by step without
focussing on the bigger picture but really try to understand each step individually
o Concretizing/ applying: trying to link the matter learned to events one is familiar
with and trying to use knowledge one has acquired.
Concretizing: thinking of examples and practical applications, comparing
information with personal experiences
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