PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
▪ Meaningful learning is thought
to occur only if existing cognitive
- Are concepts and propositions that explain why structures are organized and
people learn and predict what circumstances differentiated
they will learn ▪ Repetition of meaningful
material and its use in various
contexts would enhance the
retention of the material
BEHAVIORIST THEORIES
o Rumelhart
- Earliest formal theories for learning, used for
▪ 1980
children
▪ Concept of schema or schemata
- Focused on studying thoughts and feelings,
▪ all knowledge is packaged into
fears, and phobia
units. These units are schemata
- Theorists:
Schemata – knowledge
o John Watson
structures that store concepts,
▪ Defined behavior as a muscle
and the knowledge of how to
movement
use them in memory
▪ began studying behavior
because it is more objective.
3 Kinds of Learning Based on Schema Theory
o Watson and Guthrie
a. Accretion
▪ Contiguity theory
➢ The learning of facts
▪ Believed that even a skill such as
➢ New information is added to existing
walking is learned through a
schemata
series of conditioned responses.
➢ No changes are made to existing
o Thorndike and Skinner
knowledge
▪ reinforcement theory
b. Tuning
▪ proposed that stimulus
➢ schema evolution
response bonds are
➢ Existing schema evolve or refined
strengthened by reinforcements
throughout the lifespan as new
such as reward or punishment.
situations and issues are encountered
c. Restructuring
COGNITIVE LEARNING THEORIES ➢ schema creation
- Cognitive Science ➢ Development if new schemata by
o is a study of how our brains work in the copying an old schema and adding new
process of perceiving, thinking, elements that are different to create a
remembering, and learning new schema
- Information Processing
o sometimes used to describe a subset of Other Theories/ Models of Information Processes
this field of study 1. Level of Processing Theory
o Explains the way that information is ➢ Information is processed sequentially,
handled once it enters the sensed and from perception to attention to labelling
how it is organized and stored and meaning
- Learning (in cognitive perspective) 2. The Parallel Distributing Model
o is an active process in which the learner ➢ Information is processed by different
constructs meaning based on prior parts of the memory system
knowledge and view of the world simultaneously rather than sequential
- Theorists: 3. Connectionistic Model
o Breuer ➢ The information is stored in any places
▪ Learning is a process whereby throughout the brain, forming network
the novice becomes expert of connections
o Feden 4. Stage Theory of Information Processing
▪ 1994 ➢ Relates to memory activity
▪ An active process which the ➢ Information is both processed and
learner constructs meaning stored in 3 stages:
based on prior knowledge and o Sensory Memory
view of the world ▪ Fleeting or passing
o Ausubel swiftly
▪ 1963 o Short-Term Memory
▪ Developed earliest model of ▪ Needs interest
cognitive learning ▪ Retain indefinitely if
▪ The Subsumption Theory of rehearsed or
Meaningful Verbal Learning meaningful to us
▪ New information is subsumed o Long-Term Memory
into existing thought and ▪ Use of mnemonic device
memory structures
PRINCIPLES AND STRATEGIES OF TEACHING IN MEDICAL LABORATORY SCIENCE
Common Concepts of Cognitive Theories ▪ Motivation through valued
1. Learning outcomes (rewards) rather
➢ Behaviorist: requisition of knowledge punishing outcomes
and skills that changes a person’s ▪ Perceived reward is a good
behavior motivator
➢ Cognitive theorists: focuses more on the
acquisition of knowledge than on the
resulting behavior
➢ Feden: Domain Specific Learning Gagne’s Conditions of Leaning
2. Metacognition 1. Signal Learning (conditioned response)
➢ Sometimes defined as “thinking about ➢ Simplest level of learning
one’s thinking” ➢ Person develops a general diffuse
➢ A process that learners use to gauge or reaction to a stimulus
measure their thinking while reading, 2. Stimulus Response Learning
studying or problem solving ➢ Developing a voluntary response to a
➢ To know what they know and what they specific stimulus or combination of
do not know stimuli
➢ Journal writing, group dialogue, 3. Chaining
problem-based learning, rationalization ➢ Acquisition of a series of related
of test questions conditioned responses or stimulus
3. Memory response connections
➢ Sensory, short-term, and long-term 4. Verbal Association
➢ Consolidation ➢ Type of chaining
➢ Chunking: information is clustered into ➢ Process of learning medical terminology
patterns 5. Discrimination Learning
4. Transfer ➢ The more new chains that are learned,
➢ Ability to take information learned in the easier it is to forget previous chains
one situation and apply it to another ➢ To retain large number of chains, you
➢ Concepts and principles are used or need to discriminate among them
adopted not just to one particular 6. Concept Learning
situation but to all other situations as ➢ Learning how to classify stimuli into
well groups represented by a common
➢ Successful transfer depends on several concept
factors 7. Rule learning
o The extent to which the material ➢ Rule chain of concepts or a relationship
was originally learned between concepts
o The ability to retrieve ➢ Expressed as “If… and then…”
information from memory relationships
o The way in which the material 8. Problem solving
was taught and learned ➢ Highest level of learning
o The similarity of the new ➢ Applying previously learned rules that
situation to original relate to situation
➢ Process of formulating and testing
SOCIAL LEARNING THEORIES hypotheses
- Albert Bandura
- 1977
- Observational Learning Theory
- Explains that behavior is the result of an
interaction among the person (characteristic,
personality, etc.) to the environment (physical,
social, etc.) and the behavior itself
- People learn as they are in constant interaction
with their environment
- Key components
o Attentional processes
▪ The behavior of the model must
grab the learner’s attention for
them to notice the behavior and
to implement observational
learning
o Retention processes
▪ It is how well the behavior is
remembered
o Reproduction
▪ Refer to the ability to execute
the model’s behavior
o Motivation
