Theories of teaching

 Hi, today we are gonna talk about yet another category of theories, this one being the last we are talking about for some time. Today, we are gonna talk about the "Theories of teaching". Let's get right into it and start with the definition, shall we?

    Theories about instruction and teaching are responsible for explaining and scientifically substantiate the teaching-learning process.

    1. The theory of learning by discovery

This theory was developed by Bruner and with it exposes the active role of the learner in the learning process.

It promotes that the person is acquiring knowledge itself, so that the final content that is reached is not exposed from the beginning, but is being discovered by the person as it progresses.

With this type of learning it aims to overcome the limitations of mechanistic learning, promote stimulation and motivation in students, as well as enhance metacognitive strategies and learn to learn.

Bruner's theory is one of constructivist nature, affirming that this is the most suitable form of learning, through guided discovery and thanks to motivation and curiosity to learn.

    2. The eclectic / systemic instructional theory

This theory stems from the work carried out by Bandura, who sought to change the traditional orientation of existing learning theories. The alternative that he proposed was the theory of observational or modelling learning.

Observational learning occurs when the learner retains in his memory the images and verbal codes obtained through the behavior of the observed model.

The initial behavior is reproduced, accompanied by the composition that is made with the images and codes retained in memory and some environmental cues.

    3. The theory of meaningful learning

This theory was designed by Ausubel and defends a position contrary to Bruner's, but also frames his theory within the constructivist psychology.

For him, the structure of knowledge has a great influence on new knowledge and experiences, conditions them. However, the latter also modify and restructure the previous ones.

Learning is significant when new information is connected with a relevant concept already existing in the cognitive structure. Thus new information can be learned to the extent that other information, such as ideas, concepts or propositions, are clear and already found in the cognitive structure of the individual.

Both form new learning or meaningful learning, manifested in multiple ways depending on the context in which the person is and their experiences.

This learning is opposed to mechanistic learning with this new model, students are expected to come to understand material in depth, which is not simply a rote process in which information is incorporated without even understanding it.

This was it for today, hope you enjoyed it! If you did be sure to leave a comment, share the blog to friends and family, subscribe to be up to date with my everyday posts and check the other theories I already posted. ( JUST IF YOU WANT TO, OF COURSE!)