Educational Psychology English Version

S.Y.B.A.
SEMESTER - IV (CBCS)
EDUCATION (PAPER-IIB)
EDUCATIONAL PSYCHOLOGY
SUBJECT CODE : DSC-EDU-III A
© UNIVERSITY OF MUMBAI
Prof. Suhas Pednekar
Vice Chancellor
University of Mumbai, Mumbai.
Prof. Ravindra D. Kulkarni Prof. Prakash Mahanwar
Pro Vice-Chancellor, Director
University of Mumbai. IDOL, University of Mumbai.
Programe Co-ordinator and Editor : Mr. Rajesh Singh

Associate Professor, Education,
IDOL, University of Mumbai,
Mumbai
Course Writers : Dr. Priyanka Pandey
Asst. Professor,
Rizvi College of Education,
Bandra, Mumbai
: Dr. Falguni Shah
Asst. Professor,
R.R. Educational Trust’s B.Ed. College,
Mulund, Mumbai
Dr. Viraj Pandagle
Asst. Professor,
Dept. of Education,
University of Mumbai,
Mumbai
October 2021, Print I
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CONTENTS
Unit No. Title Page No
MODULE I
1. Learning Approaches And Educational Implications

A. Constructivist Approaches To Learning (7es Model)
B. Collaborative Approaches To Learning
C. Inquiry –Based Approaches To Learning 1
2. Approaches And Theories Of Learning 14
Module 2: Mental Processes And Techniques Facilitating Learning

3. Mental Process Related To Learning 33
4. Techniques of Learning
A. Creativity: Meaning, Process, Teacher’s Role And Educational Implications
B. Problem Solving: Meaning, Steps And Educational Implications
C. Metacognition: Meaning And Educational Implications 47
5. Practical Work 60
*****
Syllabus for S.Y.B.A. (Education) Course under Choice Based Credit System
Fourth Semester
Core Course Title: Educational Psychology - Part II
Course Code: DSC-EDU-III A
Semester IV: Course Code: DSC-EDU-III A (June to November)
Theory Paper: 3 credits
Objectives
i) To develop an understanding of Learning approaches
ii) To acquire knowledge of Learning theories and its relevance.
iii) To develop an understanding of the process of learning and higher mental processes.
iv) To get acquainted with mental process and techniques to facilitate learning.
Module 1: Approaches & Theories of Learning

Unit 1: Learning Approaches and Educational Implications
a. Constructivist Approaches to Learning (7Es Model)
b. Collaborative Approaches to Learning
c. Inquiry –Based Approaches to Learning
Unit 2: Developmental Learning Theories

a. Cognitive development theories- Jean Piaget and Jerome Bruner
b. Social Development theory–Lev Vygotsky
c. Learning Styles and Multiple Intelligence theory - Howard Gardner
Module 2: Mental Processes and Techniques Facilitating Learning

Unit 3 : Mental Process Related To Learning (Concept, Process and Types, Educational
Relevance )
a. Thinking - concept, types – divergent, convergent, critical, reflective, lateral
b. Memory- concept, types, factors affecting memory
c. Forgetting - concept, types, causes, educational implications.
Unit 4: Techniques of Learning

a. Creativity: Meaning, process, teachers role and educational implications
b. Problem solving: Meaning, steps and educational implications
c. Metacognition : Meaning and educational implications
Practicals
 To perform an experiment on Learning Styles and record it in an experimental psychology
journal.
 To perform experiments on Concept Formation, Recall and Recognition, Rote and Logical
memory; and record them in an experimental psychology journal
References:
 Agarwal J. C., Essentials of Educational Psychology, Vikas Publishing House
 Aggarwal J. C., (1995) Essentials of Educational Psychology, Shipra Publishers, Delhi.
 Aggarwal J. C., (2001) Basic Ideas in Educational Psychology, Shipra Publishers, Delhi.
 Aggarwal J. C., (2004) Psychology of Learning & Development, Shipra Publishers, Delhi.
 Bhatia & Bhatia (1981) Textbook of Educational Psychology, Doaba House, Delhi.
 Bhatia H. R. (1997) A Textbook of Educational Psychology, MacMillan, New Delhi.
 Chatterjee S. K. (2000) Advanced Educational Psychology Books & Allied Pvt. Ltd., Delhi.
 Chauhan S. S. (1990) Advanced Educational Psychology, Vikas Publication House, Delhi.
 Crow L.D. & Crow Educational Psychology
 Dandekar W.N. (1995) Fundamentals of Educational Psychology, M. Prakashan, Poona.
 Lahey R.B., Graham J.E., & others (2000) An Introduction to Educational Psychology,6th
Ed., Tata McGraw Hill Publishers, New Delhi.
 Mangal S. K. (2000) An Introduction to Psychology. Prakash Brothers, Ludhiana
 Mangal S.K. (1999) Essentials of Educational Psychology, Prentice Hall of India,Delhi.
 Mangal S.K. (2000) Advanced Educational Psychology, Prentice Hall of India, New Delhi.
 Mangal, S. K. (2004) Educational Psychology, Tandon Publications, Ludhiana.
 Mangal, S. K., Educational Psychology, Tandon Publications, Ludhiana.
 Mathur S.S. Advanced Educational Psychology,
 Santrock John W. (2010) Educational Psychology, Irwin Professional Publishers, Delhi.
 Sharma R.N. & Sharma R.K. (2003) Advanced Educational Psychology, AtlanticPublishers
and Distributors, New Delhi.
 Sharma, R. N. & R. K. Sharma (1996) Advanced Educational Psychology, Surjeet
Publications, Delhi.
 Walia J.S. Foundations of Educational Psychology, Paul Publishers, Jalandhar.
 Woolfolk Anita (2004) Educational Psychology, 9th Edition, Alyyn and Bacon, Boston.
 Woolfolk Anita & Woolfolk Hoy Anita (2008) Educational Psychology, Pearson, New Delhi.
*****
1
LEARNING APPROACHES AND
EDUCATIONAL IMPLICATIONS
a. Constructivist Approaches to Learning (7Es Model)
b. Collaborative Approaches to Learning
c. Inquiry –Based Approaches to Learning
Unit Structure
1.0 Objective
1.1 Introduction
1.2 Meaning of Learning Approaches of Education
1.3 Constructivist Approaches to Learning (7Es Model) and its
educational Implication
1.4 Collaborative Approaches to Learning and its educational Implication
1.5 Inquiry –Based Approaches to Learning and its educational
Implication
1.6 Let us sum up
1.7 Unit End Exercise
1.8 References
1.0 OBJECTIVE
After going through this unit carefully you should be able to

• Understands meaning and nature of Learning Approaches of Education
• Explain the Constructive, Collaborative and Inquiry based Approaches
of learning
• List out the educational implication of various learning approaches.
1.1 INTRODUCTION
This is the first unit of the second section of Educational Psychology. This
course deals with the importance and contribution of educational
psychology on the theory and practice of education. It enables a teacher
that how learning process should be initiated, how to motivate, how to
memorize or learn. It also helps a teacher to adjust his methodologies of
learning according to the nature of the learner. The purpose of this unit is
to explain different learning approaches with its educational implication.
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1.2 MEANING OF LEARNING APPROACHES OF
EDUCATION
Different learning approaches focuses on student‘s behaviors. How

students know and understand, how they acquire behaviors, how and
according to what they behave in which situations, the reason of the
differences between behaviors, factors that affect human behaviors and
different learning style. As is known, people acquire all their abilities
throughout their lives after birth except for a few innate behaviors that are
species-specific There are many definitions of learning, one of those is by
Schuck ‗ learning involves the acquisition and modification of knowledge,
skills, strategies, beliefs, attitudes and behaviors. Learning involves
cognitive, linguistic, motor and social skills and can take many
forms.‘ Schunk, D. (2000).
The learning approach are the elements used by teachers to help students
understand the information in depth. The responsibility in this case is the
teachers with the emphasis on planning, processing and methods of
implementing the learning. In this unit we consider complex cognitive
processes that lead to understanding. Understanding is more than
memorizing; it is more than retelling in your own words. Understanding
involves appropriately transforming and using knowledge, skills and idea.
These understandings are considered ―higher level of cognitive objectives.
We will focus on the implication of learning approaches for the day today
practice of teaching.
1.3 CONSTRUCTIVIST APPROACHES TO LEARNING

(7ES MODEL) AND ITS EDUCATIONAL IMPLICATION
Fundamentally, constructivism says that people construct their own

understanding and knowledge of the world through experiencing things
and reflecting on those experiences. Learning is an interaction between the
learner and the learning experience. In this learner-centered learning,
students engage in an active role in their learning. Constructivism is the
model which emphasizes the fact that learners construct or build their own
understanding. For this purpose, there are several Constructivist models
were formulated. One of the important Constructivist models 7-E Learning
model. Constructivism view that emphasizes the active role of the learner
in building understanding and making sense of information.
Formalization of the theory of Constructivism is generally attributed to

Jean Piaget, who articulated mechanisms by which knowledge is
internalized by learners. This theory describes how learning happens,
regardless of whether learners are using their experiences to understand a
lecture of following instructions. Constructivism implies that real learning
occurs when student investigate a concept, find information, discuss it and
create something with it.
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How is knowledge constructed?
Different approaches to constructivism are based on how knowledge is
constructed. Moshman(1982)described three explanations:
External direction: knowledge is acquired by constructing a

representation of the outside world. Direct teaching, feedback and
explanation affect learning. Knowledge is accurate to the extent that it
reflects the ―way things really are‖ in the outside world.
Internal Direction: knowledge is constructed by transforming, organizing

and reorganizing previous knowledge. Knowledge is not a mirror of the
external world, even though experience influences thinking and thinking
influences knowledge. Exploration and discovery are more important than
teaching.
Both external and internal direction: knowledge is constructed based on

social interaction and experience. Knowledge reflect the outside world as
filtered through and influenced by culture, language, beliefs, interaction
with others, direct teaching and modelling. Guided discovery, teaching,
models, and coaching as well as student‘s prior knowledge, beliefs‘ and
thinking affects learning.
It is an approach in which the learner is building an internal illustration of

knowledge, a personal interpretation of experience. It is active,
constructive, cumulative, goal directed, diagnostic and reflective (Simons,
1993). The theory of Constructivism states that learning is nonlinear,
recursive, continuous, complex and relational. It focuses on the learner and
each learner‘s perceptions and motivation.
Learning Cycle The learning cycle is a methodology that provides

students with experiences in generating both declarative and procedural
knowledge and is grounded in Piaget‘s theory of Cognitive development
(Lawson, 1988). The learning cycle rests on constructivism as its
theoretical foundation. Atkins and Karpius developed a three-stage model.
The Biological Science Curriculum Study program uses a five step
learning cycle called 5-E model. The modified version of 5- E model is 7-
E learning cycle.
7-E Learning Model of constructivism:
Figure no. 1
3
7-E learning cycle is a template for planning and getting the most out of
the enquiry activities. The phases in the 7-E learning are Elicit, Engage,
Explore, Explain, Elaborate, Evaluate and Extend. Explore – It is a phase
of the learning cycle that
Elicit – It has to do with arousing the students‘ prior knowledge to

ascertain what the student knows about the topic to be taught. Current
research in cognitive science has shown that eliciting prior knowledge
is a necessary component of the learning process . Recognizing that
students construct knowledge from existing knowledge, teachers need
to find out what existing knowledge their students possess
Engage – It is a phase of the learning cycle that the student is been

engaged in a new concept through the use of short activities that
prompt curiosity, enthusiasm and attention towards the new concept. It
intends to capture student‘s mind and stimulate thinking. For example, a
teacher may engage students by creating surprise or doubt through a
demonstration that shows apiece of steel sinking and a steel toy
boat floating. The corresponding conversation with the student may access
their prior learning. The student should have the opportunity to ask
and attempt to answer ―why is it that the toy boat does not sink‖?
These capture their attention, prompting curiosity and stimulate thinking.
These short activities by the teacher excite the students; get them
interested and ready to learn
Explore- This phrase provides an opportunity for students with a

common base of activities within which prior knowledge, process and
skills are identified and conceptual change is facilitated. That is, using
prior knowledge to generate new ideas. It provides an opportunity for
students to observe and record data, isolate variable, design and plan
experiments, create graphs, interpret results, develop hypotheses and
organize their findings .Teachers may frame prompting questions,
suggest approaches and assess understanding.
Explain – This phase focuses students' attention on a particular aspect

of engagement and exploration experiences thereby providing
opportunities to explain and demonstrate their conceptual
understanding, process skills and behaviours. The teacher guides the
student toward coherent and consistent generalization, helps the
student with distinct scientific vocabulary and provides questions that
help students use this vocabulary to explain the results of their
exploration.
Elaborate – It is a phase of the learning cycle that provides the student

with an opportunity to apply their knowledge in new domain hence
challenge their conceptual understanding and skills through new
experiences to foster deeper and broader understanding of the concept.
This phase may also include related numerical problems for students to
solve. The elaboration phase ties directly to the psychological construct
4
called ―transfer of learning‖. Transfer of learning can range from one
concept to another (e.g. Newton‘s law of gravitation and Coulomb‘s law
of electrostatic).
Evaluate – It is a phase that encourages students to assess their

understanding and abilities. It provides the teacher with an opportunity to
evaluate the students‘ progress through a formative and summative
evaluation. Students are allowed to pose questions to each other to
evaluate themselves as to learn from each other's understanding of the
concept while the teacher moderates the section.
Extend – This is an addition to the elaboration phase. Students are

challenged to extend their understanding in a new context, compare and
contrast ideas, theories and concept in a relationship with knowledge
gained. Also find out the real-life situation the concept could be applied
The purpose of the first phase, elicit, is to assess student‘s knowledge of

the content. The engage phase is intended to motive students and to
capture their interest in the topic. The third phase is exploration phase
where teacher provides students with opportunities for experience to
construct their own understanding of the concept. The purpose of the
explain phase is to allow opportunities for students to verbalizing the
concept. The fifth phase is elaboration phase where the students can apply
the content to other situations. The sixth phase is evaluation phase. The
purpose of this phase is to assess student‘s understanding of the content.
The last phase is extend phase. This phase challenges student understands
to apply what they have learned.
Educational Implication of Constructivism:

Implications of Constructivism for Teaching and Learning:
Some of the implications of constructivism for teaching and learning are
mentioned below:
 Teacher embed learning in complex, realistic and relevnt learning
environment
 Teacher supports multiple perspective and use multiple representation
of content
 Nurture self-awareness and an understanding that knowledge is
constructed
 Teachers act as facilitators, supports, guides and models of learning.
 Learning concerns in adjusting our mental models to accommodate new
experiences.
 Learning concerns in making connections between information.
 Instruction should be built around more complex problems, not
problems with clear, correct answers.
 Context and personal knowledge have high significance.
5
 Students should help in establishing the criteria on which their work is
assessed.
 Teachers know more and shouldn‘t let students muddle around.
 Student learning depends on background knowledge – that‘s why
teaching facts is so necessary (reversed).
 Student interest and effort are more important than textbook content.
 It is sometimes better for teachers, not students, to decide what
activities are to be done.
 Sense making and thinking are most important, not knowing content.
 Experimentation replaces rote learning.
Check Your Progress:

Note: a] Write your answer in the space given below:
A] Fill in the blanks:
1] Constructivism says people construct their own ____________ and
_____________
2] Mention 7 E of Constructivism: 1] __________ 2] __________ 3]

__________ 4] __________ 5] __________ 6] ___________ 7].
B] Describe any five educational Implication of Constructivism.
1.4 COLLABORATIVE APPROACHES TO LEARNING

AND ITS EDUCATIONAL IMPLICATION
“Collaborative learning‖ is an umbrella term for a variety of educational

approaches involving joint intellectual effort by students, or students and
teachers together. Usually, students are working in groups of two or more,
mutually searching for understanding, solutions, or meanings, or creating a
product. Collaborative learning activities vary widely, but most center on
students‘ exploration or application of the course material, not simply the
teacher‘s presentation or explication of it. Collaborative learning is an
educational approach to teaching and learning that involves groups of
students working together to solve a problem, complete a task, or create a
product.
According to Gerlach, "Collaborative learning is based on the idea that

learning is a naturally social act in which the participants talk among
themselves (Gerlach, 1994). It is through the talk that learning occurs."
6
There are many approaches to collaborative learning. A set of assumptions
about the learning process (Smith and MacGregor, 1992) underlies them
all:
1. Learning is an active process whereby students assimilate the
information and relate this new knowledge to a framework of prior
knowledge.
2. Learning requires a challenge that opens the door for the learner to
actively engage his/her peers, and to process and synthesize
information rather than simply memorize and regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with
varied backgrounds.
4. Learning flourishes in a social environment where conversation
between learners takes place. During this intellectual gymnastics, the
learner creates a framework and meaning to the discourse.
5. In the collaborative learning environment, the learners are challenged
both socially and emotionally as they listen to different perspectives,
and are required to articulate and defend their ideas. In so doing, the
learners begin to create their own unique conceptual frameworks and
not rely solely on an expert's or a text's framework.
Thus, in a collaborative learning setting, learners have the opportunity to

converse with peers, present and defend ideas, exchange diverse beliefs,
question other conceptual frameworks, and be actively engaged.
Collaborative learning processes can be incorporated into a typical 50-

minute class in a variety of ways. Some require a thorough preparation,
such as a long-term project, while others require less preparation, such as
posing a question during lecture and asking students to discuss their ideas
with their neighbors (see concept tests). As Smith and MacGregor state,
"In collaborative classrooms, the lecturing/listening/note-taking process
may not disappear entirely, but it lives alongside other processes that are
based in students' discussion and active work with the course material."
Regardless of the specific approach taken or how much of the ubiquitous
lecture-based course is replaced, the goal is the same: to shift learning
from a teacher-centered to a student-centered model. Some
examples/methods of collaborative learning are- Cooperative Learning,
Problem-Centered Instruction, Simulations, Peer Teaching, Writing
Groups etc.
Educational implication of Collaborative learning:

Research shows that educational experiences that are active, social,
contextual, engaging, and student-owned lead to deeper learning. The
benefits of collaborative learning include:
 Involvement Develop higher-level thinking, oral communication, self-

management, and leadership skills. Involvement in learning,
involvement with other students, and involvement with faculty are
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factors that make an overwhelming difference in student retention and
success in college. By its very nature, collaborative learning is both
socially and intellectually involving. It invites students to build closer
connections to other students, their faculty, their courses and their
learning.
 Promotion of student-faculty interaction. In collaborative endeavors,
students inevitably encounter difference, and must grapple with
recognizing and working with it. Building the capacities for tolerating
or resolving differences, for building agreement that honors all the
voices in a group, for caring how others are doing -- these abilities are
crucial aspects of living in a community.
 Increase in student retention, self-esteem, and responsibility.
Cultivation of teamwork, community building, and leadership skills are
legitimate and valuable classroom goals, not just extracurricular ones.
 Exposure to and an increase in understanding of diverse perspectives. If
democracy is to endure in any meaningful way, our educational system
must foster habits of participation in and responsibility to the larger
community. Collaborative learning encourages students to acquire an
active voice in shaping their ideas and values and a sensitive ear in
hearing others.
 Preparation for real life social and employment situations. Dialogue,
deliberation, and consensus-building out of differences are strong
threads in the fabric of collaborative learning, and in civic life as well.
 Help students develop the skills they need to succeed, such as using
team-building exercises or introducing self-reflection techniques.
 Incorporate   self-assessment and  peer assessment for group members
to evaluate their own and others' contributions.

1] Collaborative learning is an educational approach to
____________and___________ learning that involves groups of
students working together to solve a problem.
2] _________________ and _______________ are the method of

collaborative learning.
B] Describe any five educational Implication of Collaborative

learning.
8
1.5 INQUIRY –BASED APPROACHES TO LEARNING
AND ITS EDUCATIONAL IMPLICATION
Inquiry-based learning is an approach to learning that emphasizes the

student‘s role in the learning process. Rather than the teacher telling
students what they need to know, students are encouraged to explore the
material, ask questions, and share ideas. Inquiry based learning is a student
centered approach to learning in which the teacher presents a puzzling
situation and student solve the problem by gathering data and testing their
conclusion. Jhon Dewey described the basic inquiry learning format in
1910. The teacher presents a puzzling event, question, or problem. The
students:
 Formulate hypotheses to explain the event or solve the problem.
 Collect data to test hypothesis,
 Draw conclusion, and
 Reflect on the original problem and thinking processes needed to solve.
Inquiry-based learning uses different approaches to learning, including

small-group discussion and guided learning. Instead of memorizing facts
and material, students learn by doing. This allows them to build
knowledge through exploration, experience, and discussion.
Just like experiential learning, inquiry-based learning actively engages

students in the learning process. Students aren‘t just hearing or writing
what they are learning. Instead, students get the chance to explore a topic
more deeply and learn from their own first-hand experiences.
We retain 75% of what we do compared to 5% of what we hear and 10%
of what we read. Inquiry-based learning allows students to better
understand and recall material by actively engaging with it and making
their own connections.
In one kind of inquiry, teachers present a problem and students ask yes/no
questions to gather information and test the hypothesis; this allow the
teacher to monitor students thinking and guide the process. Here is an
example:
1. Teachers present discrepant event: the teacher blow softly across the
top of an sheet pf paper, and the paper rises. Teacher asks students to
figure out why it is rises.
2. Students ask questions to gather information and to isolate relevant
variables: teacher answer only ―yes‖ or ―no‖. students ask if
temperature is important(no). They ask the paper is of a special
type(no). They ask if air pressure has anything to do with the paper
rising(yes).
3. Student test causal relationship: In this case, they ask if the nature of
the air on top causes the paper to rise(yes). They ask if the fast
9
movement of the air results in less pressure on top (yes). Then they test
out the rule with other materials- for example, the plastic.
4. Students form a generalization (principle): If the air on the top moves
faster than the air on bottom of a surface, than the air pressure on the
top is less ended, and the object rises.‖ Later lessons expand students
understanding of the principles and physical laws through further
experiments.
5. The teacher leads students in a discussion of thinking processes. What
were the important variables? How did you put the cause and effects
together? And so on.
Educational Implication of Inquiry Based Approach:

Now that you know more about this learning approach, let‘s take a look at
the advantages and benefits of inquiry-based learning.
1. Enhances learning experiences for children:

Sitting in a classroom taking notes isn‘t always the most effective (or fun)
way to learn. Rather than memorizing facts from the teacher, inquiry-
based learning enhances the learning process by letting students explore
topics themselves.
2. Teaches skills needed for all areas of learning:

As they explore a topic, students build critical thinking and
communication skills. The cognitive skills that students develop can be
used to improve comprehension in every subject, as well as in day-to-day
life.
3. Fosters curiosity in students:

An inquiry-based learning approach lets students share their own ideas and
questions about a topic. This helps foster more curiosity about the material
and teaches skills students can use to continue exploring topics they are
interested in.
4. Deepens students’ understanding of topics:

Rather than simply memorizing facts, students make their own
connections about what they are learning. This allows them to gain a better
understanding of a topic than they would get by just memorizing and
recalling facts.
5. Allows students to take ownership of their learning:

Students have the opportunity to explore a topic, giving them more of a
sense of ownership over their learning. Instead of the teacher telling them
what they should know, students are able to learn in a way that works for
them.
6. Increases engagement with the material:

As a form of active learning, this approach encourages students to fully
engage in the learning process. By allowing students to explore topics,
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make their own connections, and ask questions, they are able to learn more
effectively.
7. Creates a love of learning:

Inquiry-based learning is designed to teach students a love of learning.
When students are able to engage with the material in their own way, not
only are they able to gain a deeper understanding—they are able to
develop a passion for exploration and learning.

1. Inquiry-based learning uses different approaches to learning, including
_____________________and ___________________.
2. In Inquiry based learning students get the chance to ___________a

topic more deeply and learn from their own first-hand experiences.
B] Describe any five educational Implication of Inquiry Based Learning.
1.6 LET US SUM UP
This unit covers the following topics

• Constructivism is the model which emphasizes the fact that learners
construct or build their own understanding. For this purpose, there are
several Constructivist models were formulated.
• 7 E model of constructivism – Elicit, Engage, Explore, Evaluate,
Elaborate, Explain, Extend.
• Collaborative learning is an educational approach to teaching and
learning that involves groups of students working together to solve a
problem, complete a task, or create a product.
• Inquiry based learning is a student centered approach to learning in
which the teacher presents a puzzling situation and student solve the
problem by gathering data and testing their conclusion.
1.7 UNIT END EXERCISE
Q.1 Explain the meaning of Constructivism and its educational

implication.
Q.2 Describe 7 E s of constructivism.
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Q3. Explain inquiry based Learning with its educational Implication.
Q4. ―Learning is an active process whereby students assimilate the
information and relate this new knowledge to a framework of prior
knowledge‖. Justify the statement with reference to collaborative
learning.
Q.5 Short notes
a. Any five educational implication of collaborative learning.
b. Writes on the process of Inquiry based learning.
1.8 REFERENCES
 Abercrombie, M. L. J. Aims and Techniques of Group Teaching.

Surrey, England: Society for Research into Higher Education. 1970.
 Borchardt, D. Think Tank Theatre: Decision-Making Applied. Lanham,
MD: University Press of America, 1984.
 BRAIN-BASED LEARNING Assoc. Prof. Dr. Bahadır Erişti Anadolu
University, Faculty of Education Assist. Prof. Dr. Celal Akdeniz
Süleyman Demirel University, Faculty of Education
 Cooper, J., and Robinson, P. (1998). "Small group instruction in
science, mathematics, engineering, and technology." Journal of College
Science Teaching 27:383.
 Cooper, J., Prescott, S., Cook, L., Smith, L., Mueck, R., and Cuseo, J.
(1990). Cooperative learning and college instruction: Effective use of
student learning teams. California State University Foundation, Long
Beach, CA.
 Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and
Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes
and Effective Techniques, New Directions for Teaching and
Learning No. 59.
 MacGregor, J. (1990). "Collaborative learning: Shared inquiry as a
process of reform" In Svinicki, M. D. (Ed.), the changing face of
college teaching, New Directions for Teaching and Learning No. 42.
 Smith, B. L., and MacGregor, J. T. (1992). "What is collaborative
learning?" In Goodsell, A. S., Maher, M. R., and Tinto, V.
(Eds.), Collaborative Learning: A Sourcebook for Higher Education.
National Center on Postsecondary Teaching, Learning, & Assessment,
Syracuse University.
Web References
 N. B. Naade1, J. I. Alamina1 and P. C. Okwelle ―Effect of 7E‘s‘s

Constructivist Approach on Students‘ Achievement in Electromagnetic
Induction Topic in Senior Secondary School in Nigeria‖ British Journal
of Education, Society & Behavioural Science, Past ISSN: 2278-0998)
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 Barbara Leigh Smith and Jean T. MacGregor,What is Collaborative
Learning.
 Approaches to Learning A Guide For Teachers Anne Jordan Orison
Open University Press McGraw-Hill Education McGraw-Hill House
Shoppenhangers Road Maidenhead Berkshire England SL6 2QL.
 The effect of constructivist 7-E model in teaching geography at
secondary school level Ginu George Research Scholar, P.G Department
of History & Research Centre, Assumption College Changanassery,
Kerala, India.
 Constructivist Approach to Learning– An Effective Approach of
Teaching Learning Jayeeta Bhattacharjee Faculty, Vivekananda
College of Education, Karimganj, Assam, India International Research
Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS).
 https://shodhganga.inflibnet.ac.in/bitstream/10603/139110/7/07_chapte
r2.pdf
 https://www.edsys.in/creativity-in-classroom.
*****
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2
APPROACHES AND THEORIES OF
LEARNING
Unit Structure
2.0 Objectives
2.1 Introduction
2.2 Cognitive Development Theories
2.2.1 Jean Piaget’s Theory
2.2.1.a Educational Implications of Jean Piaget’s Theory
2.2.2 Jerome Bruner’s Theory
2.2.2.a Educational Implications of Jerome Bruner’s Theory
2.3 Social Development Theory
2.3.1 Lev Vygotsky’s Theory
2.3.1.a Educational Implications of Lev Vygotsky’s Theory
2.4 Learning Styles and Multiple Intelligence Theory
2.4.1 Howard Gardner’s Theory
2.4.1.a Educational Implication of Howard Gardner’s Theory
2.5 Summary
2.7 References and Suggested Reading.
2.0 OBJECTIVES
After going through this unit, you will be able to:

1) Understand Piaget's theory of cognitive development.
2) Understand Jerome Bruner’s approach that all knowledge creation is
relative to the perspective on which it is built.
3) Understand Dr. Gardner eight different intelligences to account for a
broader range of human potential in children and adults.
4) Understand Vygotsky's theories which stresses on the fundamental
role of social interaction in the development of cognition.
2.1 INTRODUCTION
No two individuals are exactly alike. Some are bright, others are dull,
some are quick, other slow, some solve problems quickly and directly,
others fumble over them for a long time, some adapt themselves to new
situations easily, while others experience difficulty. The teacher is
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conscious that are individual differences in the intelligence. Keeping this
in view many psychologists have propounded several theories. Jean Piaget
and Jerome Bruner constructed theories of cognitive development which
states that, intelligence develops in a series of stages that are related to age
and are progressive because one stage must be accomplished before the
next can occur. Len Vygotsky stated that social interaction plays a critical
role in children's learning. Through such social interactions, children go
through a continuous process of learning. And Howard Gardner stated that
people have multiple different ways of thinking and learning.
Thus, this unit throws light on the various theories related to cognitive
development, social development and multiple intelligence.
2.2 COGNITIVE DEVELOPMENT THEORIES –
 Jean Piaget
 Jerome Bruner
2.2.1 Jean Piaget’s theory of Cognitive development:

Piaget's (1936) theory of cognitive development explains how a child
constructs a mental model of the world. He disagreed with the idea that
intelligence was a fixed trait, and regarded cognitive development as a
process which occurs due to biological maturation and interaction with the
environment.
Piaget (1936) was the first psychologist to make a systematic study of

cognitive development. His contributions include a stage theory of child
cognitive development, detailed observational studies of cognition in
children, and a series of simple but ingenious tests to reveal different
cognitive abilities.
To Piaget, cognitive development was a progressive reorganization of

mental processes as a result of biological maturation and environmental
experience.
There are three basic components to Piaget’s Cognitive Theory:
2) Schemas: (Building blocks of knowledge):

Schema describes both the mental and physical actions involved in
understanding and knowing. Schemas are categories of knowledge that
help us to interpret and understand the world. In Piaget's view, a schema
includes both a category of knowledge and the process of obtaining that
knowledge. As experiences happen, this new information is used to
modify, add to, or change previously existing schemas.
For example, a child may have a schema about a type of animal, such as a
dog. If the child's sole experience has been with small dogs, a child might
believe that all dogs are small, furry, and have four legs. Suppose then that
the child encounters an enormous dog. The child will take in this new
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information, modifying the previously existing schema to include these
new observations.
2) Adaptation Process: (enables the transition from stage to another) –

assimilation, accommodation and equilibrium.
 Assimilation:
The process of taking in new information into our already existing
schemas is known as assimilation. The process is somewhat subjective
because we tend to modify experiences and information slightly to fit in
with our pre-existing beliefs. In the example above, seeing a dog and
labelling it "dog" is a case of assimilating the animal into the child's dog
schema.
 Accommodation:
Another part of adaptation involves changing or altering our existing
schemas in light of new information, a process known as accommodation.
Accommodation involves modifying existing schemas, or ideas, as a result
of new information or new experiences. New schemas may also be
developed during this process.
 Equilibration:
Piaget believed that all children try to strike a balance between
assimilation and accommodation, which is achieved through a mechanism
Piaget called equilibration. As children progress through the stages of
cognitive development, it is important to maintain a balance between
applying previous knowledge (assimilation) and changing behaviour to
account for new knowledge (accommodation). Equilibration helps explain
how children can move from one stage of thought to the next.
3) Stages of cognitive development:

 Sensorimotor,
 Preoperational,
 Concrete operational,
 Formal operational.
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i) The Sensorimotor Stage:
Ages: Birth to 2 years
Major characteristics and developmental changes:

 The infants know the world through their movements and sensations.
 Children learn about the world through basic actions such as sucking,
grasping, looking and listening.
 Infants learn that things continue to exist even though they cannot be
seen. (object permanence)
 They are separate beings from the people and objects around them.
 They realize that their actions can cause things to happen in the world
around them.
During this earliest stage of cognitive development, infants and toddlers

acquire knowledge through sensory experiences and manipulating objects.
A child's entire experience at the earliest period of this stage occurs
through basic reflexes, senses, and motor responses.
It is during the sensorimotor stage that children go through a period of

dramatic growth and learning. As kids interact with their environment,
they are continually making new discoveries about how the world works.
The cognitive development that occurs during this period takes place over
a relatively short period of time and involves a great deal of growth.
Children not only learn how to perform physical actions such as crawling
and walking; they also learn a great deal about language from the people
with whom they interact. Piaget also broke this stage down into a number
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of different substages. It is during the final part of the sensorimotor stage
that early representational thought emerges.
Piaget believed that developing object permanence or object constancy,

understanding that the objects continue to exists even when they cannot be
seen was an important element at this point of development.
By learning that objects are separate and distinct entities and that they
have an existence of their own outside of individual perception, children
are then able to begin to attach names and words to objects.
ii) The Preoperational Stage:

Ages: 2 to 7 years

 Children begin to think symbolically and learn to use words and
pictures to represent objects.
 Children at this stage tend to be egocentric and struggle to see things
from the perspective of others.
 While they are getting better with language and thinking, they still
tend to think about things in very concrete terms.
The foundations of language development may have been laid during the
previous stage, but it is the emergence of language that is one of the major
hallmarks of the preoperational stage of development.
At this stage, kids learn through pretend play but still struggle with logic
and taking the point of view of other people. They also often struggle with
understanding the idea of constancy.
For example, a researcher might take a lump of clay, divide it into two
equal pieces, and then give a child the choice between two pieces of clay
to play with. One piece of clay is rolled into a compact ball while the other
is smashed into a flat pancake shape. Since the flat shape looks larger, the
preoperational child will likely choose that piece even though the two
pieces are exactly the same size.
iii) The Concrete Operational Stage:

Ages: 7 to 11 years

 During this stage, children begin to thinking logically about concrete
events.
 They begin to understand the concept of conservation; that the amount
of liquid in a short, wide cup is equal to that in a tall, skinny glass, for
example.
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 Their thinking becomes more logical and organized, but still vey
concrete.
 Children begin using inductive logic, or reasoning from specific
information to general principle.
While children are still very concrete and literal in their thinking at this
point in development, they become much more adept at using logic.2 The
egocentrism of the previous stage begins to disappear as kids become
better at thinking about how other people might view a situation.
During this stage, children also become less egocentric and begin to think
about how other people might think and feel. Kids in the concrete
operational stage also begin to understand that their thoughts are unique to
them and that not everyone else necessarily shares their thoughts, feelings,
and opinions.
iv) The Formal Operational Stage:

Ages: 12 and up

 At this stage, the adolescents or young adult begins to think abstractly
and reason about hypothetical problems.
 Abstract thought emerges.
 Teens begin to think more about moral, philosophical, ethical, social
and political issues that require theoretical and abstract reasoning.
 Begin to use deductive logic, or reasoning from a general principle to
specific information.
The final stage of Piaget's theory involves an increase in logic, the ability
to use deductive reasoning, and an understanding of abstract ideas. At this
point, people become capable of seeing multiple potential solutions to
problems and think more scientifically about the world around them.
It is important to note that Piaget did not view children's intellectual

development as a quantitative process; that is, kids do not just add more
information and knowledge to their existing knowledge as they get older.
Instead, Piaget suggested that there is a qualitative change in how children
think as they gradually process through these four stages. A child at age 7
doesn't just have more information about the world than he did at age 2;
there is a fundamental change in how he thinks about the world.
Thus, Jean Piaget concentrated only on the developmental aspect of

intelligence. Piaget in his theory mainly starts by analysing the existing
biological characteristics and ends in cognitive results. Thus, Piaget’s
main interest was in the existence and development of cognition.
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2.2.1.a Educational Implications:
1. A focus on the process of children's thinking, not just its products.
Instead of simply checking for a correct answer, teachers should
emphasize the student's understanding and process they used to get
the answer.
2. Recognition of the crucial role of children's self-initiated, active
involvement in learning activities. In a Piagetian classroom, children
are encouraged to discover themselves through spontaneous
interaction with the environment, rather than the presentation of
ready-made knowledge.
3. A deemphasis on practices aimed at making children adult like in their
thinking. This refers to what Piaget referred to as the "American
question" which is "How can we speed up development?". His belief
is that trying to speed up and accelerate children's process through the
stages could be worse than no teaching at all.
4. Acceptance of individual differences in developmental progress.
Piaget's theory asserts that children go through all the same
developmental stages, however they do so at different rates. Because
of this, teachers must make special effort to arrange classroom
activities for individuals and groups of children rather than for the
whole class group.
5. The teachers’ main role is the facilitation of learning by providing
various experiences for the students. "Discovery Learning" allows
opportunities for students to explore and experiment, while
encouraging new understandings. Opportunities that allow learners of
different cognitive levels to work together often help encourage less
mature students to advance to a higher understanding of the material.
6. Encourages child-centred learning. Teaching has to be focused upon
the child, taking into consideration their development stage and level.
2.2.2 Jerome Bruner theory of Cognitive development:
Jerome Seymour Bruner (October 1, 1915 – June 5, 2016) was an

American psychologist who made significant contributions to human
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cognitive psychology and cognitive learning theory in educational
psychology. Cognitive psychologist Jerome Bruner felt the goal of
education should be intellectual development, as opposed to rote
memorization of facts. A major theme in the theoretical framework of
Bruner is that learning is an active process in which learners construct new
ideas or concepts based upon their current/past knowledge.
We will also explore his beliefs on learning, language, and discovery and
differentiate his views from those of Jean Piaget.
Bruner held the following beliefs regarding learning and education:

 He believed curriculum should foster the development of problem-
solving skills through the processes of inquiry and discovery.
 He believed that subject matter should be represented in terms of the
child's way of viewing the world.
 That curriculum should be designed so that the mastery of skills leads
to the mastery of still more powerful ones.
 He also advocated teaching by organizing concepts and learning by
discovery.
 Finally, he believed culture should shape notions through which people
organize their views of themselves and others and the world in which
they live.
Below is described, Bruner's theory of development and his three modes

of representation.
Enactive (0 - 1 years):
The enactive stage appears first. This stage involves the encoding and
storage of information. There is a direct manipulation of objects without
any internal representation of the objects. This mode is used within the
first year of life (corresponding with Piaget’s sensorimotor stage).
Thinking is based entirely on physical actions, and infants learn by doing,
rather than by internal representation (or thinking).
It involves encoding physical action-based information and storing it in

our memory. For example, in the form of movement as a muscle memory,
a baby shakes a rattle and hears a noise. The baby has directly manipulated
the rattle and the outcome was a pleasurable sound. In the future, the baby
may shake his hand, even if there is no rattle, expecting his hand to
produce the rattling sounds. The baby does not have an internal
representation of the rattle and, therefore, does not understand that it needs
the rattle in order to produce the sound.
Iconic (1 - 6 years):
The iconic stage appears from one to six years old. This stage involves an
internal representation of external objects visually in the form of a mental
image or icon. Information is stored as sensory images (icons), usually
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visual ones, like pictures in the mind. Thinking is also based on the use
other mental images (icons), such as hearing, smell or touch. For some,
this is conscious; others say they don’t experience it. This may explain
why, when we are learning a new subject, it is often helpful to have
diagrams or illustrations to accompany the verbal information.
For example, a child drawing an image of a tree or thinking of an image of

a tree would be representative of this stage.
Symbolic (7 years onwards):

The symbolic stage, from seven years and up, is when information is
stored in the form of a code or symbol such as language. This develops
last. Each symbol has a fixed relation to something it represents. In the
symbolic stage, knowledge is stored primarily as words, mathematical
symbols, or in other symbol systems, such as music. Symbols are flexible
in that they can be manipulated, ordered, classified etc., so the user isn’t
constrained by actions or images (which have a fixed relation to that
which they represent).
For example, the word 'dog' is a symbolic representation for a single class
of animal. Symbols, unlike mental images or memorized actions, can be
classified and organized. In this stage, most information is stored as
words, mathematical symbols, or in other symbol systems.
Thus, Bruner believed that all learning occurs through the stages we just
discussed. This constructivist theory implies learners (even adults) should
tackle new material by progressing from enactive to iconic to symbolic
representation. Another implication is that even very young learners are
capable of learning any material, provided it is appropriately organised to
match their current level of ability.

1. Instruction must be appropriate to the level of the learners. For
example, being aware of the learners’ learning modes (enactive, iconic,
symbolic) will help you plan and prepare appropriate materials for
instruction according to the difficulty that matches learners’ level.
2. The teachers must revisit material to enhance knowledge. Building on
pre-taught ideas to grasp the full formal concept is of paramount
importance according to Bruner. Feel free to re-introduce vocabulary,
grammar points, and other topics now and then in order to push the
students to a deeper comprehension and longer retention.
3. Material must be presented in a sequence giving the learners the
opportunity to:
a. acquires and construct knowledge,
b. transform and transfer his learning.
4. Students should be involved in using their prior experiences and
structures to learn new knowledge.
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5. Help students to categorize new information in order to able to see
similarities and differences between items.
6. Teachers should assist learners in building their knowledge. This
assistance should fade away as it becomes unnecessary.
7. Teachers should provide feedback that is directed towards intrinsic
motivation. Grades and competition are not helpful in the learning
process. Bruner states that learners must “experience success and
failure not as reward and punishment, but as information”
Activity 2.2
1) Name the two theories of Cognitive Development
2) Name 3 components of Jean Piaget’s Theory
3) Name 3 modes of Jerome Bruner’s cognitive development theory.
Check your progress 2.2

Note: a) Write down the answers in the space given below
1) Explain 4 stages of Jean Piaget’s Theory
2) Explain, Bruner's theory of development and his three modes of

representation.
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2.3 SOCIAL DEVELOPMENT THEORY
 Lev Vygotsky
2.3.1 Lev Vygotsky’s theory on Social Development:
Vygotsky’s Social Development Theory is the work of Russian

psychologist Lev Vygotsky. Vygotsky’s work was largely unknown to the
West until it was published in 1962.
Vygotsky’s theory is one of the foundations of constructivism. It asserts

three major themes regarding social interaction, the more knowledgeable
other, and the zone of proximal development.
i) Social Interaction:
The Social Development Theory (SDT) mainly asserts that social
interaction has a vital role in the cognitive development process. With this
concept, Vygotsky's theory opposes that of Jean Piaget's Cognitive
Development Theory because Piaget explains that a person undergoes
development first before he achieves learning, whereas Vygotsky argues
that social learning comes first before development. Through the Social
Development Theory, Vygotsky states that the cultural development of a
child is firstly on the social level called inter-psychological, and secondly
on the individual or personal level called intra-psychological.
ii) The More Knowledgeable Other (MKO):

The MKO is any person who has a higher level of ability or understanding
than the learner in terms of the task, process or concept at hand. Normally,
when we think of an MKO we refer to an older adult, a teacher or an
expert. For example, a child learns multiplication of numbers because his
tutor teaches him well. The traditional MKO is an older person; however,
MKOs could also refer to our friends, younger people and even electronic
devices like computers and cell phones. For instance, you learn how to
skate because your daughter taught you this skill.
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iii) The Zone of Proximal Development (ZPD):
The ZPD is the distance between a student’s ability to perform a task
under adult guidance and/or with peer collaboration and the student’s
ability solving the problem independently. According to Vygotsky,
learning occurred in this zone.
Vygotsky focused on the connections between people and the

sociocultural context in which they act and interact in shared experiences.
According to Vygotsky, humans use tools that develop from a culture,
such as speech and writing, to mediate their social environments. Initially
children develop these tools to serve solely as social functions, ways to
communicate needs. Vygotsky believed that the internalization of these
tools led to higher thinking skills.
Thus, Vygotsky focused on the connections between people and the

sociocultural context in which they act and interact in shared experiences.
According to Vygotsky, humans use tools that develop from a culture,
such as speech and writing, to mediate their social environments. Initially
children develop these tools to serve solely as social functions, ways to
communicate needs. Vygotsky believed that the internalization of these
tools led to higher thinking skills.
In a Nut shell:
1) Vygotsky places more emphasis on culture affecting cognitive
development. Vygotsky assumes cognitive development varies across
cultures.
2) Vygotsky places considerably more emphasis social factors
contributing to cognitive development. Vygotsky states cognitive
development stems from social interactions from guided learning
within the zone of proximal development as children and their
partner’s co-construct knowledge. For, Vygotsky, the environment in
which children grow up will influence how they think and what they
think about,
3) Vygotsky places more emphasis on the role of language in cognitive
development. For Vygotsky, thought and language are initially
separate systems from the beginning of life, merging at around three
years of age, producing verbal thought (inner speech). For Vygotsky,
cognitive development results from an internalization of language.
4) According to Vygotsky adults are an important source of cognitive
development. He advocates adults transmit their culture's tools of
intellectual adaptation that children internalize.
2.3.1.a Educational Applications:

1) One of the applications of Vygotsky's theories is "reciprocal
teaching," which is used to improve students' ability to learn from
text. In this method, teachers and students collaborate in learning and
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practicing four key skills: summarizing, questioning, clarifying, and
predicting. The teacher's role in the process is reduced over time.
2) Also, Vygotsky is relevant to instructional concepts such as
"scaffolding" and "apprenticeship," in which a teacher or more
advanced peer helps to structure or arrange a task so that a novice can
work on it successfully.
3) Vygotsky's theories also feed into the current interest in collaborative
learning, suggesting that group members should have different levels
of ability so more advanced peers can help less advanced members
operate within their ZPD.
4) Vygotsky’s theory makes the teacher to discuss with a child, read
books, interact in a way that helps the child to get a rich vocabulary
and conceptual understanding, which will help them to control
themselves with language.
Individual difference is taken into consideration which in turn helps the

learner to learn as per his/her capacity, capabilities, interest etc.
Activity 2.3:
1) Explain MKO (More Knowledgeable Other in detail)
Note: a) Write down the answers in the space given below.
1) Explain the three major themes of Lev Vygotsky’s social interaction

theory
2.4 LEARNING STYLES AND MULTIPLE

INTELLIGENCE THEORY (HOWARD GARDNER)
Learning Styles:
It’s believed people processes information uniquely, so trainers and teachers
should understand the different learning styles. With this knowledge, you’ll be
able to tailor your teaching to suit your students or trainees. The term
“learning styles” speaks to the understanding that every student learns
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differently. Technically, an individual’s learning style refers to the
preferential way in which the student absorbs, processes, comprehends and
retains information.
Multiple Intelligence Theory:

 Howard Gardner
2.4.1 Howard Gardner’s theory on Multiple Intelligence:

The theory of multiple intelligences was introduced in 1983 by
psychologist Howard Gardner in his book Frames of Mind. The essence of
Gardner’s Multiple Intelligences (MI) is that each person has eight types
of intelligence. According to Howard Gardner, intelligence means “the
ability to learn, to solve problems”. This can be done in multiple ways.
Each person has developed other intelligences more strongly, leading to
different kinds of cleverness. With his theory of multiple intelligences,
Gardner aims to emphasise that teachers must assess their student’s
learning process in a way that provides a correct overview of their strong
and weak suits.
According to Gardner, “intelligence is (a) the ability to create an

effective product or offer a service that is valued in a culture, (b) a set of
skills that make it possible for a person to solve problems in life, and (c)
the potential for finding or creating solutions for problems, which involves
gathering new knowledge.”
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According to Gardner there are 9 intelligence or categories of human
abilities:
1) Verbal-linguistic Intelligence: (words, language and writing):

Linguistic intelligence is generally called verbal ability. It is responsible
for all kinds of linguistic competencies, abilities, talents and skills
available in human beings. It is a person’s ability to deal with grammar
and in speech. It can be best divided into components like (i) syntax, (ii)
Semantics and (iii) pragmatics as well as (iv) more school-oriented skills
such as written or oral expression and understanding. This type of
intelligence is most visible in professional like lawyers, lecturers, writers
and lyricists, journalists and a number of other professionals exploiting
linguistic intelligence.
2) Logical-mathematical intelligence: (analysing problems and

mathematical operations):
Logical-mathematical intelligence is responsible for all types of abilities,
talents and skills in areas related to logical and mathematics. It has to do
with numerical ability such as solving logical puzzles and mathematical
problems. It can be divided into components like
(i) Deductive reasoning, (ii) Inductive reasoning, (iii) Scientific thinking

including solving puzzles, carrying out calculations. Professionals like
scientists, mathematicians and philosophers re found to have this type of
intelligence in abundance.
3) Visual-spatial intelligence: (visual and spatial insight):

Spatial intelligence is concerned with the abilities, talents and skills
involving the representation and manipulation of spatial configuration and
relationship. It is distinguished from logical-mathematical intelligence by
its concern with orientation in space: map reading, visual arts and even
playing chess. Many persons like painters, architects, engineers,
mechanics, surveyors, navigators, sculptors and chess players use spatial
intelligence in their fields of work in their own way.
4) Musical-rhythmic intelligence: (rhythm and music):

Musical intelligence is concerned with the abilities, talents and skills
pertaining to the field of music. It may be well demonstrated through one’s
ability to produce and appreciate rhythm, pitch, texture, timber and
appreciation of the forms of musical expressiveness. This type od
intelligence is visible in a quite large proportion in professionals like
musicians and composers.
5) Bodily-kinesthetics intelligence: (physical movement, motor

control):
It is concerned with the set of abilities, talents and skills involved in using
one’s body or its various parts to perform skilful and purposeful
movements. A child may demonstrate such intelligence in moving
excessively in response to different musical and verbal stimuli or bending
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different body parts in organized sports. Professionals like athletes,
dancers, actors and surgeons may be seen to demonstrate a high degree of
bodily-kinesthetics intelligence in their respective fields.
6) Naturalistic intelligence: (finding patterns and relationships with

nature):
A person who possess naturalistic intelligence has the interest about nature
and related things. A naturalistic intelligent person may be interested in
oceans, mountains, forests, weather, and animals. A person with this type
of intelligence has real love and care for nature. These people have a
strong affinity to nature for living and non-living. They have a strong
attachment to natural world. But this doesn’t require them to be outside all
the time. This interest may be applied to academics. They love subjects
related to nature. Subjects like biology and zoology are of great appeal. It
is the ability to identify things that happen in nature. They get refreshed
and inspired by nature. People who have this type of intelligence love
being outdoors. Also, they feel connected to nature. This interest and
attachment to nature begin at an early age. In practical life this type of
intelligence is visible among farmers, landscaper, animal trainer,
geologists, horticulturists etc.
7) Interpersonal intelligence (obtaining insight into and dealing with

other people):
Inter-personal intelligence consists of the abilities to understand others i.e,
individuals other than one’s self and one’s relation to others. In addition, it
includes the ability to act productively, based on the understanding of
others. The knowledge and the understanding of others is the quality that
is needed for social interactions in one’s day to day life. In practical life
this type of intelligence is visible among teachers, psychotherapists,
salesmen, politicians and religious leaders.
8) Intrapersonal intelligence: (introspection and self-reflection):

It consists of knowledge of the internal aspects of oneself (understanding
of self); access to one’s own feelings and emotions. In other words, intra-
personal intelligence consists of an individual’s abilities to know his self.
It includes knowledge and understanding of one’s own cognitive strengths,
styles and mental functioning, as well as one’s feelings, range of emotions
and skills to utilise one’s fund of knowledge in practical situations. In
short, intrapersonal intelligence helps an individual to understand his own
self by providing an insight into his total behaviour- what he feels, think or
does. Hence, it is considered as the most private of the intelligences that a
person possesses. The access to this type of intelligence in an individual is
available only through self-expression i.e., language, music, visual art and
similar other forms of expression. In our practical life this type of
intelligence is demonstrated bt saints, mahatmas, rishis and yogis.
9) Existential Intelligence: (Existential or Cosmic Smart):

It consists of sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why we die, and how did we get
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here. Existential Intelligence Traits They tend to be closer to nature. They
are naturally highly introspective. They have a deep connection with their
inner selves. Meditation and relaxation is something they value and enjoy.
They have their own set of beliefs. People with existential intelligence are
abstract, philosophical thinkers. They have the ability to use meta-
cognition to explore the unknown. They thrive on intellectual debate and
aren’t afraid to challenge the norm.
Thus, each of these intelligences are relatively independent of one

another.[1] This means that a child can be highly proficient in one
intelligence and struggle with another. An athlete, for example, could have
strong bodily-kinesthetic and spatial intelligence but poor musical
intelligence. That’s why it’s so important to use instructional strategies
that involve a variety of these multiple intelligences so every child has the
opportunity to learn in a way that works best for them.

1. Teacher should structure the presentation of content in a style which
engages most or all intelligence. For example, when teaching about the
revolutionary war, a teacher can show students battle maps, play
revolutionary war songs, organize role play of the singing of the
declaration of independence, and have students read a novel about life
during that period. This kind of presentation not only excites students
about learning, but it also allows a teacher to reinforce the same
material in a variety of ways. By activating a wide assortment of
intelligences, teaching in this manner can facilitate a deeper
understanding of the subject material.
2. Helping students to learn in an effective way is a goal of all educators,
so use of the multiple intelligences’ theory is another tool for teachers
to use to reach that goal.
3. Teacher when applies Gardeners’ theory in Teaching-Learning theory it
help the students develop a better understanding and appreciation of
their own strengths and learning preferences.
4. Multiple Intelligence theory acts as a guide to provide a greater variety
of ways for students to learn and to demonstrate their learning.
5. It also provides educators with a conceptual framework for organizing
and reflecting on curriculum assessment and pedagogical practices.
6. Application of this theory leads to reflection has led many educators to
develop new approaches that might better meet the needs of the range
of learners in their classrooms.
2.4 Activities
1) List down nine intelligences propounded by Howard Gardner
30
Note: a) Write down the answers in the space given below.
1) Explain in detail Multiple Intelligence Theory propounded by Howard

Gardner
2.5 SUMMARY
Thus, in this unit we have discussed different theories propounded by

various psychologists.
Cognitive development theories by Jean Piaget and Jerome Bruner, Social

development theory by Lev Vygotsky and Multiple Intelligence theory by
Howard Garner,
Jean Piaget’s View: Piaget's theory is that it takes the view that creating
knowledge and intelligence is an inherently active process. Piaget's theory
of cognitive development helped add to our understanding of children's
intellectual growth. It also stressed that children were not merely passive
recipients of knowledge. Instead, kids are constantly investigating and
experimenting as they build their understanding of how the world works.
Jerome Bruner’s View: Bruner states that what determines the level of
intellectual development is the extent to which the child has been given
appropriate instruction together with practice or experience. Bruner views
symbolic representation as crucial for cognitive development, and since
language is our primary means of symbolizing the world, he attaches great
importance to language in determining cognitive development.
Lev Vygotsky View: The major theme of Vygotsky’s theoretical

framework is that social interaction plays a fundamental role in the
development of cognition. Vygotsky (1978) states: “Every function in the
child’s cultural development appears twice: first, on the social level, and
31
later, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological).
Howards Gardner’s View: Gardner's theory of multiple intelligences has

had an important impact on how we think about human intelligence.
Rather than simply focusing on a single measure of human cognitive
ability, it can be helpful to consider all of the different mental strengths
that an individual may possess.
1) “Theories of Cognitive Development are vital to understand learners’

intellectual growth.” Explain this statement with respect to the theory
of Jean Piaget.
2) Summarize Piaget’s contribution to theory and practice of education
(Educational Implications)
3) Explain the theory of Jerome Bruner in detail. And also explain the
educational implication of Jerome Burner’s theory.
4) Explain Lev Vygotsky’s theory of Social development.
5) Explain nine types of intelligence as given by Howard Gardner.
2.7 REFERENCES
• Vygotsky, L. S. (1980). Mind in society: The development of higher

psychological processes. Harvard university press.
• Vygotsky, L. (1978). Interaction between learning and development.
Readings on the development of children, 23(3), 34-41.
• A comparison of Vygotsky and Piaget can be found
at http://www.simplypsychology.org/vygotsky.html
• https://www.instructionaldesign.org/theories/social-development
• Howard Gardner’s multiple intelligences.
http://www.businessballs.com/howardgardnermultipleintelligences.ht
m.
• Armstrong, T. Multiple Intelligences: Seven Ways to Approach
Curriculum. Educational Leadership, November 1994, 52(3), pp. 26-
28.
• Piaget J. The origins of intelligence in children. New York: Norton,
1952.
*****
32
Module 2: Mental processes and Techniques
Facilitating Learning
3
MENTAL PROCESS RELATED TO
LEARNING
Structure
3.0 Objectives
3.1 Introduction
3.2 Thinking
3.2.1 Concept of Thinking
3.2.2 Meaning and Definition of Thinking
3.2.2.a Characteristics of Thinking
3.2.3 Types of Thinking
3.3 Memory
3.3.1 Concept of Memory
3.3.2 Meaning and Definition of Memory
3.3.2.a Characteristics of Memory
3.3.3 Types of Memory
3.3.4 Factors affecting Memory
3.4 Forgetting
3.4.1 Concept of Forgetting
3.4.2 Meaning and Definition of Forgetting
3.4.2.a Characteristics of Forgetting
3.4.3 Types of Forgetting
3.4.4 Causes of Forgetting
3.4.5 Educational implications for Forgetting
3.5 Summary
3.6 Unit Exercise
3.7 References and Suggested Reading
3.0 OBJECTIVES
After going through this unit, you will be able to:

 define thinking, memory and forgetting;
 understand the factors affecting memory;
 understand the causes of forgetting;
 explain the types of memory and forgetting;
 analyse the educational implications for forgetting.
33
3.1 INTRODUCTION
We‟ve all seen a classroom of students sitting and watching their teacher
impart upon them knowledge and wisdom. Did you ever wonder what was
going on inside their heads? Just how does the information they are taking
in become actual knowledge? Well wonder no more, because today we are
going to walk through the process of how we learn through cognition.
Both cognition and learning are awfully similar. Both are inexorably
linked- learning requires cognition and cognition involves learning. The
first step in cognition learning process is thinking. In order to begin
learning, a student must be involved in various thinking: convergent,
divergent, lateral, reflective and critical. Next the information due to
thinking is grasped attentively and the information that you are paying
attention is put into memory. There are three levels of memory sensory
register, short-term memory and long-term memory through which
information travels to be truly learned. And now after thinking process and
attention information is moved into memory, it‟s important that your brain
organize this information so it can be retrieved later. If it is not retrieved at
right time this means forgetting has taken place. No doubt, forgetting is
important to some extent but forgetting important information id not right.
For forgetting to occur only when it is necessary to know the causes of
forgetting is essential. Thus, thinking, memory and forgetting are the vital
mental processes related to learning.
Thus, this unit throws light on the mental processes related to learning.
3.2 THINKING
3.2.1 Concept of Thinking:

Man is rational animal. His rationality consists in his ability to think and
reason. Thinking is an incredible activity. We do it all the time
automatically. Ability to think and reason clearly is necessary to
successful living. Those human beings who have developed this ability to
think are among the most efficient and respected in life. Advancement in
culture and civilization, art and literature, philosophy and religion,
34
inventions and social institutions bear testimony to the great human efforts
at clear and bold thinking and reasoning. The progress of individual as
well as society depends upon the human tendency to think. And reason
effectively.
3.2.2 Meaning and Definition of Thinking:

i) Ross: “Thinking is the mental activity in its cognitive aspect.”
ii) Woodworth: “Thinking is mental exploration for finding out the
solution of a problem.”
iii) Warren: “Thinking is an educational activity, symbolic in character
initiated by a problem or task the individual is facing, involving some
trial and error but under the directing influence of that problem and
ultimately leading to a conclusion or solution of the problem.”
In the light of the above definition we can say that thinking is a mental
process which starts with a problem and concludes with its solutions. It
involves trial and error, analysis and synthesis, foresight and hindsight,
abstraction and reasoning. It is a symbolic behaviour.
3.2.2.a Characteristics of Thinking:

1. It is one of the most important aspects of one‟s cognitive behaviour.
2. It depends on both perception and memory.
3. Thinking is a mental process which starts with a problem and
concludes with a solution.
4. It is a cognitive activity.
5. It is a problem-solving behaviour.
6. It is always directed to achieve some purpose.
3.2.3 Types of Thinking:
Types of Thinking
Convergent Divergent Critical Reflective Lateral
 Convergent
 Divergent
 Critical
 Reflective
 Lateral
35
1) Convergent thinking:
Convergent thinking is the basis of intelligence. In convergent thinking on
individual has the tendency to find out the one most appropriate idea or
response. In intelligence test, where usually one correct response is
required, convergent thinking is being tested. Convergent thinking is rigid,
stereo-typed and mechanically operated. In convergent thinking we
include remembering, recognition and manipulation of some concrete
material. Convergent thinking is stimulus bound. Convergent thinking is
sometimes known as reasoning or rational thinking.
2) Divergent thinking:
Divergent thinking forms the basis of creativity. This type of thinking has
been regarded as the distinctive aspect of creative thinking. Divergent
allows as many responses as possible. This type of thinking is
characterized by flexibility, originality and fluency:
 Flexibility: Flexibility refers to the case with which one changes or
shifts from one set of assumption or approach to another.
 Originality: Originality refers to the novel approach.
 Fluency: Fluency refer to the number of ideas provided in a given
unit.
Thus, in divergent thinking we think in different directions, searching and

seeking some variety and novelty.
3) Critical thinking:
It is a type of thinking that helps a person in stepping aside from his own
personal beliefs, prejudices and opinions to sort out the faiths and discover
the truth, even at the expense of his basic belief system. Here one resorts
to set higher cognitive abilities and skills for the proper interpretation,
analysis, evaluation and inference, as well as explanation of the gathered
or communicated information resulting in a purposeful unbiased and self-
regulatory judgement. An ideal thinker is habitually inquisitive, well-
informed, open-minded, flexible, fair-minded in evaluation, free from
personal bias and prejudices, honest in seeking relevant information,
skilled in the proper use of the abilities like interpretation, analysis,
synthesis, evaluation and drawing conclusion and inferences, etc. The
critical thinking is of a higher order well-disciplined thought process
which involves the use of cognitive skills like conceptualization,
interpretation, analysis, synthesis and evaluation for arriving at an
unbiased, valid and reliable judgment of the gathered or communicated
information or data as a guide to one‟s belief and action.
4) Reflective thinking:
This type of thinking aims in solving complex problems; thus, it requires
reorganization of all the relevant experiences to a situation or removing
obstacles instead of relating with that experiences or ideas. This is an
insightful cognitive approach in reflective thinking as the mental activity
here does not involve the mechanical trial and error type of efforts. In this
36
type, thinking processes take all the relevant facts arranged in a logical
order into an account in order to arrive at a solution of the problem.
5) Lateral thinking:
Lateral thinking is the mental process of generating ideas and solving
problems by looking at a situation or problem from a unique perspective.
It is the ability to think creatively or “outside the box.” Lateral thinking
involves breaking away from traditional modes of thinking and discarding
established patterns and preconceived notions. Lateral thinking provides
deliberate, systematic process that results in innovative thinking Lateral
thinking enables you to find creative solutions that you may otherwise not
consider.
Activity 3.2
Make a list of types of Thinking. And explain Lateral Thinking in brief.
Notes: a) Write down the answers in the space given below.
1) Define Thinking.
b) Explain types of Thinking in detail.
37
3.3 MEMORY
3.3.1 Concept of Memory:

Man is said to be the crown of creation. He has been endowed with the
higher power of memory. Memory is special ability of our mind to store
when we learn something, to recollect, and reproduce it after some time.
Memory is a complex process involving learning, retention, recall and
recognition. It is imagination, thinking and reasoning. The success,
efficiency and durability of learning to a great extend depends on memory.
The experiences, which we undergo, leave traces in our mind in the form
of „schemas.‟ The length of our retention depends on the strength and
quality of traces. The Memory plays very vital role in the day-day chores
and life. If humans had no memory than his life too would have been like
that of lower animals. In that situation man wouldn‟t have learnt anything
rational. In short power of memory makes the man a social memory.
3.3.2 Meaning and Definition of Memory:

i) Stout has defined memory as, “ideal revival”, i.e. to retrieve the
things, objects or experiences in the same order and form.
ii) Woodworth and Schlosberg call memory as the ability for doing it
over again for “what one has learned to do.”
iii) Merriam Webster defines memory as, “the power or process of
reproducing or recalling what has been learned and retained
especially through associative mechanisms.”
Thus, memory is a complex process involving learning, retention, recall

and recognition. Learning means modification of behaviour, retention
means to retain the experiences gained for sometimes in memory, recall
means to revive the past experience mentally without seeing them and
recognition means identify the experiences.
3.3.2.a Characteristics of memory:

1. Memory is the superior (logical or intellectual) cognitive process
2. Memory is an active, subjective, intelligent reflection process of our
previous experiences.
38
3. Memory is essential to learning
4. Memory decays with age.
5. Memory is the ability to take in information, encode it, store it, and
retrieve it at a later time.
3.3.3 Types of Memory:
Immediate Personal Rote Active Physiological

& & & & &
Permanent Impersonal Logical Passive Psychological
 Immediate and Permanent memory,

 Personal and Impersonal memory,
 Rote and Logical memory,
 Active and Passive memory,
 Physiological and Psychological memory.
1. Immediate and permanent memory:

When things are memorized and recalled immediately, it is called
immediate memory. When things are recalled after lapse of time, it is
called permanent memory. Under permanent memory, it is possible to
remember a thing permanently.
2. Personal and impersonal memory:

When personal experiences are recalled, then it is called personal memory.
When facts are remembered or recalled without any references to personal
experience it is called impersonal memory.
3. Rote and logical memory:

When things are learnt without understanding their meaning, it is rote
memory and when things are learnt with insight, understanding and logical
thinking, it is known as logical memory.
4. Active and passive memory:

When things are memorized with deliberate attempts or efforts, it is a case
of active memory. For example, in the examination hall the students make
attempts to remember things of past. When things are remembered without
making any deliberate effort or will, it is called passive memory. For
Example, the stimulus Khalsa College of Education reminds me
immediately of my principal, my colleagues, my students, and so on. It is
passive memory.
39
5. Physiological and psychological memory:
If by order, without any proper attention, it is possible to do a thing then it
is called physiological memory. For Example, typing, cycling etc. If a
particular thing is recalled quickly in serial order, then it is called true and
psychological memory. Psychologists call it as the best memory.
3.3.4 Factors affecting Memory:
1) Nature of material: Retention is influenced by nature of material. The

following specialists in the material should be retained:
i) Meaningfulness of material: Meaningful material is retained longer

because if affords opportunity for organisation and development of
relationship. Meaningless sensations do not remain for the long in the
mind.
ii) Prose and poetry: Material in the form of prose and poetry is retained
over longer periods.
iii) Motor skills: Motor skills are retained over longer periods than
abstract subjects like science and mathematics.
iv) Intensity: The intensity of the stimulus assists in the retention of a
subject. Distinct sensations like strong light, extreme beauty or
ugliness can be retained for a longer time. Weak or indistinct
sensations do not stick in the mind for any length of time.
v) Amount of material: The more extensive the amount of material
learnt, the better the retention.
vi) Pleasantness of the material: Materials which have pleasant
emotional tone tend to be better retained than those which are
unpleasant.
2) Amount of learning: The extend of retention is directly related to the

amount of learning. Retention will be more if the amount of learning is
large. A topic studied more retains longer in mind as compared to the
topic studied less intensively. Thus, over-learning has positive effect on
memory.
3) Methods of learning: The methods of learning too significantly

influence the retention of the learner. Whole method, recitation method,
spaced method and original learning are few methods which results in
better and linger retention.
4) Good health: A person with good health can retain the learnt material
better than a person with poor health.
5) Speed of learning: The faster the learning the better the retention.
6) Mental set: Retention is greater when the material learnt is studied

with the intent to remember it over a long period than when it is studied
with the set to learn it only for immediate recall.
40
7) Sleep or rest: Sleep or rest immediately after learning strengthens
connections in the brain and helps for clear memory.
8) Attention: While studying a subject, if greater attention is paid to the

subject the retention will be better as compared to that of material learnt
will less attention.
9) Interest: Retention also depends on interest. The retention is greater

when we have learnt the topic or subject in which we are more
interested.
10) Individual difference: Individual differ with regard to their power of

retention and recall.
Some can retain much better, but their recall is limited. While other cannot
retain for long period but they can recall easily soon after they have
occurred.
Activity 3.3
Make a list of types of memory

1) Describe types of Memory in detail
2) Which are the factors that affect memory.
41
3.4 FORGETTING
3.4.1 Concept of Forgetting:

Forgetting and remembering are just two facets of the same coin. Both
have equal importance in one‟s life. Generally, we are very much worried
about remembering and give very less importance to forgetting. But,
forgetting is of no less value. It is an essential parameter for learning
process. Unessential, improper and irrelevant things should always be
forgotten in order to make room for the learning of essential and relevant
ones. Therefore, learning is actually a boon to us.
3.4.2 Meaning and Definition of Forgetting:

i) Munn (1967) defines forgetting as “the loss, permanent or temporary,
of the ability to recall or recognise something learned earlier.”
ii) Drever defines forgetting as “failure at any time to recall an
experience, when attempting to do so, or to perform an action
previously learnt.”
iii) Bhatia defines forgetting as, “the failure of the individual to revive in
consciousness an idea or group of ideas without the help of the
original stimuli.”
Thus, forgetting refers to failure to recall or retain information into present

consciousness. It is apparent loss or modification of information
already encoded and stored in an individual’s short or long- term
memory. Forgetting is a past that is no longer a part of me.
3.4.2.a Characteristics of Forgetting:

1. Forgetting is inevitable process of life having both positive and
negative values.
2. It is the opposite remembering.
3. To forget means not to be able to remember a material learned earlier.
4. Forgetting is rapid at first, but slows down with the passage of time.
5. Forgetting involves both verbal and nonverbal learning.
42
3.4.3 Types of Forgetting:
Passive & Natural Active & Morbid
 Passive and Natural forgetting

 Active and Morbid forgetting
1) Passive or Natural forgetting:

The kind of forgetting in which there is no intention of forgetting on the
part of the individual is known as Passive or Natural forgetting. In this
kind of forgetting one has not to make any deliberate efforts. In a quite
normal way, with the lapse of time, one gradually forgets, things
experienced and learned earlier.
2) Active or Morbid forgetting:

It is also known as abnormal forgetting. In this forgetting one deliberately
tries to forget something. This kind of forgetfulness, as Freud explains,
originates from repression. Under this process, the painful experience and
bitter memories are deliberately pushed into the unconscious layer of mind
and are left there for forgetting.
3.4.4 Causes of Forgetting:

1) Retroactive inhibition: Inhibition of the earlier learning and recall by
later learning is known as retroactive inhibition. The interpolated activity
between original learning and its recall causes forgetting. It is called
retroactive because the interference is with the memory of events that
came before the interfering activity. For example, a student learnt about
motivation in psychology last week, this week he learns about perception.
Now he tries to recall information about motivation but the points
pertaining to perception will come to his memory.
2) Proactive inhibition: If the earlier learning interferes with later

learning and inhibits recall of new material, it is known as proactive
inhibition. This usually happens when the previous learning is better than
the present one. For example, we meet somebody in a party yesterday,
today while remembering those names we recall the names of people we
met last week.
3) Passage of time: Due to the passage of time most of the experiences

are forgotten. As Ebbinghaus found that after 20 minutes about 72% is
retained, after 1 hour 44% is retained, after 6 days 36% is retained and
after 1 month only 21% is retained.
43
4) Learning methods: When the teacher does not use the method, which
are according to the physical, mental, emotional and social levels of the
child, then forgetting occurs.
5) Over learning: Learning material that has been over-learned without

proper spacing strains our nerves and is easily forgotten.
6) Fatigue: When the organism is tired various toxins are formed and
these poisonous substances disturb the brain and hence fatigue causes
forgetfulness.
7) Emotional excitement: When the individual is under fear, anger or any

other emotional disturbances then he is likely to forget learnt material.
8) Lack of repetition: When we do not repeat the task learnt again and
again then there is tendency to forget that task because memory traces
become fainter and fainter.
9) Distraction and doubt: When there are too man distracting elements
and if there is any doubt about the validity of the material learnt, then we
are likely to forget it easily.
3.4.5 Educational implications of Forgetting:

1) Knowing and understanding the student and helping him to overcome
the traumatic experience and unwanted feelings.
2) Use the memory enhancing techniques and adjustment of curriculum.
3) Creation of conducive environment in the classroom.
4) Methodologies of teaching should incorporate the theories of memory
and forgetting.
5) Creating awareness of the different memory levels of children.
6) Comprehensive and thorough initial learning or teaching should be
undertaken.
7) The greater the acquaintance with the material the greater will be the
remembrance. Hence over-learning is a must.
8) Teacher should teach the topics using maxims like; „from known to
unknown‟
Distributed practice should be encouraged rather than massed practice,

because it enables the learner to learn without on-set of fatigue.
Activity 3.4
Make a list of types of Forgetting. And explain them in brief.
44
1. Define Forgetting. And causes of forgetting.
2. What are the factors responsible for forgetting? How will you help
children remember the learned facts?
3.5 LET US SUM UP
Thus, in this unit we have discussed learning plays significant role in all
walks of human life. All our best attempts in the field of education are
directed to make the pupil learn properly. And this learning is related to
few mental processes. These mental processes are thinking, memory and
forgetting.
Thinking: All of us encounter some problems in our day to day life.

These problems may be of different types. But soon after facing the
problem we try to solve it and get relief. Prior to solve a problem, we think
of it and try to find out the possible solutions. Therefore, we can assume
that without thinking we cannot solve the problems. Thinking about the
problem is a pre-condition to solve the problem. While we plan education
and academic subjects. At that time, we aim at developing thinking power
of the learners. Therefore, this unit has made an attempt to understand the
psychological concept of thinking and its different types.
Memory: An individual learns many things and gain variety of

experiences in life. But not all of his gained experiences stored in his mind
for his future use. Some are forgotten in due course of time and some are
stored in the mind for longer period of time. The recall and retain of this
stored material depend on memory. Amount of learning depends on one‟s
memory power Learning and memory re closely related to each other.
45
Therefore, this unit discusses about the types of memory and factors which
affect memory power.
Forgetting: Along with memory forgetting is also very important too.

Forgetting cannot be completely destroyed. If forgetting does not take
place then life will be burdened with unpleasant experiences and become
miserable. If the process of forgetting becomes fast, it is also not possible
to do anything in life. In fact, amount of forgetting should be reasonable.
Learning and forgetting are also closely related. Therefore, this unit
discusses about the concept, types and forgetting and also discusses about
the factors which causes forgetting and educational implications for
forgetting.
3.6 UNIT END EXERCISES
1) Define Thinking. Explain in detail types of types of thinking

2) Explain the concept of memory. Discuss the factors affecting memory
3) Explain in detail types of memory.
4) Define forgetting. Give its different types.
3) Describe the causes of forgetting. What are the educational
implications for forgetting?
3.7 REFERENCES AND SUGGESTED READING
• Thinking: Nature, Tools and Processes| Psychology

• McLeod, S. A. (2013, Aug 05). Stages of memory - encoding storage
and retrieval. Simply Psychology.
• https://www.simplypsychology.org/memory.html
• McLeod, S. A. (2008, Dec 14) Forgetting. Simply Psychology.
• https://www.simplypsychology.org/forgetting.html
*****
46
4
TECHNIQUES OF LEARNING
A. Creativity: Meaning, Process, Teacher’s Role And

Educational Implications
B. Problem Solving: Meaning, Steps And Educational
Implications
C. Metacognition: Meaning And Educational Implications
Unit Structure
4.0 Objective
4.1 Introduction
4.2 Meaning of creativity
4.3 Process of creativity
4.4 Role and educational implications of creativity
4.5 Meaning of problem solving
4.6 Steps of Problem Solving
4.7 Educational Implication of Problem Solving
4.8 Meaning of metacognition
4.9 Educational Implication of Metacognition
4.10 Lets us sum up
4.12 References
4.0 OBJECTIVE
After reading this unit you will be able to:

• Define the meaning of creativity and its process
• Explain the role and educational Implication of creativity
• Describe meaning and steps of problem solving
• Explain the educational implication of problem solving
• State the meaning of Meta cognition
• Describe the educational Implication of Metacognition.
4.1 INTRODUCTION
Any kind of curricular content can be taught by the different techniques of

learning like creativity, problem solving and metacognitive skills. The
teacher‘s task is not how to teach problem solving but rather than how to
47
teach social science or science by the method of problem solving. Teacher
should provide such a environment where student can use their
metacognitive abilities and predict or inference new original, ingenious,
unusual thought and knowledge. The purpose of this unit is to explain
different learning techniques with its educational implication.
4.2 MEANING OF CREATIVITY
The cultural, scientific and the social progress of any country depends on
the extent of the development of creativity among citizens. In the history
of the world there had been several philosopher, poet, writer and scientist,
mathematician who were turned out of their school, condemned as
backward students, but who created great work in their later life. Hence in
modern time‘s progressive nations try to develop creativity in their new
generation. Therefore, the concept of creativity occupies a very important
place in educational psychology. Howard Gardner defines the creativity
individuals as a person who regularly solves the problems, fashion
products or define new questions.
Definition:
The meaning of creativity is to think or do something differently.
Creativity is defined as the tendency to generate or recognize ideas,
alternatives or possibilities that may be useful in solving problems,
communicating with others and entertaining ourselves as well as others.
The following definition of creativity will help in the understanding of its
meaning-
Berk, 2002 ―Creativity is the ability to produce work that is original, but
still appropriate and useful‖
Guilford, ―Creativity sometimes refers to creativity potential sometimes

to creative production, and sometimes to creative productivity.‖
Thurston (1955) ―Any action is to be creative if it has immediate solution

to the kind of thinking which has always been innovative.‖
E.P. Torrance (1965) ―Creative thinking is the process of understanding

errors un received, and rare elements, making concepts in their
relationship imagining notions and making tests ,carrying results to other
persons and making improvement by reviewing the concepts.‖
The above definition of creativity point out that it means original

thinking, new types of association, divergent thinking and behavior, new
solutions of old s problems, flexibility and a new approach in different
field of life. The creative person is very ample aware about his difficulties.
His thinking is dynamic, flexible, original and novel.
Wilson, Guilford and Christensen observed that creative process is any

process which produces something new- an object or an Idea including a
48
new form or arrangement of old elements. The new creation must
contribute to the solution of some problem.
4.3 PROCESS OF CREATIVITY
Torrance was of the view that the process of creativity is similar to the
steps in scientific method. The central element of both is the production of
something new. According to Wallas, Csikszentmihalyi) the Stages of the
Creative Process are as following-
Preparation: becoming engrossed, we become aware that something is

not right, we are sensitive to a stress – which will create a gap, a need, an
experience that stimulates us to act and pull together resources and create
new things.
Incubation: This stage is not direct, and often spontaneous in nature. It

happens in the perimeter of our thinking. This is when it is best to do a
non-demanding task (not undemanding or too demanding), so as to let
your mind come up with creative idea.
Illumination/Insight: This is the thunderous moment, at this point

individual get insight of the idea that was incubating moves from the
subconscious to the conscious mind.
Verification/Evaluation: this is where the analytical, convergent thought

processes jump into action. Is the idea valid, accurate, or valuable?
Elaboration: This is where we add to and connect our ideas, where we

build upon an idea with relevant information and details. The creative
process is not linear.
Role of teacher in Creativity:

School is the proper place where an organized effort should be made to
develop the basic foundations for creativity in children. Deliberate
attempts need to be made to develop an environment of creativity among
them. Some important roles of teachers are as following-
1. Identification of the creative child: both the test and non-test
techniques can be used to identify the creative child. Guilford and
Merrifield developed test techniques that measures fluency,
flexibility, originality, redefinition and sensitivity to problems.
2. Find out the Factors in the school that hinder creativity: the
present education system of India largely encourages rote learning, it
rarely calls upon children to think and use their creativity.
3. Strategies for developing creativity: creativity is likely to flourish in
an environment where teachers values independent and free thinking
of their children. Some strategies like brain storming, gaming,
extensive reading and self-evaluation can be used by teachers.
49
4. Providing creative learning environment and experience in the
classroom: teacher should follow the given guidelines to promote
creativity in children-
a. Provide a safe, permissive and worm environment

b. Allow students to ask unusual questions
c. Appreciate imaginative and unusual ideas of the students.
d. Assure students that their ideas have value.
e. Evoke originality in thinking.
f. Arrange lectures of creative personality.
4.4 ROLE AND EDUCATIONAL IMPLICATION OF

CREATIVITY
A decent classroom situation always has some elements of creativity

which makes the class more interesting and interactive. The correct mix of
creativity along with curriculum helps students to be innovative and also
encourages them to learn new things. In fact, creative expression plays a
key role in a student‘s emotional development. Some of the important
educational implication of creativity are as following-
 Study make enjoyable: Creative classrooms give an opportunity for
students to learn new concept with fun. Students are always fun loving
and including creative activities along with curriculum gains their
interest for learning.
 Choice of manifestation or expression: The creative classrooms
provide opportunity to students that they express themselves. A creative
approach to learning makes them more open with the various activities
that come their way and gives them a feeling of accomplishment and
pride.
 Emotional development: Creative expression is important for students
to trigger up their emotional development. When they can show off
their true emotions in a creative manner in their classrooms, they
can build up good confidence level.
 Enhances thinking capability: Creativity can stimulate imaginative
thinking capability in students. That is why teachers promote
activities such as open-ended questions, creative team building
activities, brainstorming sessions and debates amidst busy curriculum
schedules. Some teachers tactfully use these techniques to teach tough
lessons to make children learn with fun and ease.
 Reduced stress and anxiety: Encouraging productive discussions as
well as making the classroom layout more flexible all matters a lot in
gearing up a creative classroom atmosphere and reduced the stress of
students.
 Boosts problem solving skills: Creative problem solving can be
encouraged in classrooms that help students to think out of the box and
50
be more imaginative and innovative. With this way, the problems or
opportunities are redefined by the students and the solutions or
responses would be more innovative.
 Improves focus and attention: Playing memory games, taking regular
breaks and intervals to bring in some creativity and setting a flexible
classroom environment can make a lot of improvement in their
attention span.
 Better communicators: A classroom environment that promotes
creativity opens them a world of communication. Students can make
better conversation and stimulate innovative thinking and talking
sessions in their free time.
 Follow passions: Working out the passions in addition to excelling in
academics is important for a student to come up successful in life. A
good classroom environment should give space for students to follow
their passions whether it is music, dance, poetry, drawing or other art
forms
 New attitude: Open-ended questions and classroom discussions are
two popular creative teaching strategies that help students to develop an
innovative or new attitude.
 Initiate lifelong learning: A curious mind always loves to learn more
and the creative classrooms can build up a curious mindset in children
through unconventional ways.
Check your Progress – I

Q1. Choose the correct option
1) Creativity is likely to flourish in an environment which values
______________and_________________.
(Free thinking, Independence, Delinquency)
2. Brain storming technique emphasizes the importance of

________thinking (convergent, divergent)
Q.2 Illustrate the role of teachers in the promotion of creativity.
Q.3 List few characteristics of creative personality.
51
4.5 MEANING OF PROBLEM SOLVING
Problem-solving is the ability to identify and solve problems by applying

appropriate skills systematically. Problem is any situation in which you are
trying to reach some goal and must find a means to do so. Thus problem
solving is situation where individual creating new solution for problems.
Problem Solving aids us to deal productively with problems in our lives.
Important problems that are left unresolved can cause mental stress and
give rise to escorting physical strain. Problem solving skills can be used to
realize even the most distant dream with the power of determination and
persistence. One is constantly being challenged with problems, whether
big or small, both at home and at school. Some people rise up and come
out with flying colors as they see those problems as opportunities for
development. They know a systematic way of tackling problems which
always works. This raises their self confidence and self-esteem.
Charles E.Skinner
―Problem solving is the framework or pattern within which creative
thinking and reasoning take place. The state of tension created by
unsatisfied wants and drive the individual exercise his greatest efforts and
to use his best language techniques-observation, prediction and inference
to control the difficulties that hinder progress toward his goal of want
satisfaction‖.
Jiddu Krishnamurti
―Few can really understand the problem, the answer will come out of it,
because the answer is not separate from the problem.‖
Successful problem solving and successful living are identical. Culture

itself is but a record of how our ancestors have solved various problems. A
major goal of education is to help students learn in ways that enable them
to use what they have learned to solve problems in new situation. In short
problem solving is a process—a continuous activity in which students
begin from what they know to discover what they don't know. It comprises
overcoming difficulties by generating hypo-theses, testing those
predictions, and arriving at satisfactory solutions.
4.6 STEPS OF PROBLEM SOLVING
As you know, problem solving is the process of identifying a problem or a

goal, generating ideas to solve the problem or reach the goal, and testing
out those ideas.
Jhon Bransford and Berry Stein (1993) use the acronym IDEAL to
identify the five steps;
I Identify problems and opportunity.
D Define goals and represent the problem
E Explore possible strategies
52
A Anticipate outcomes and act
L Look back and learn
The following steps are guidelines for helping make this process happen.
Even though problem solving does not necessarily follow these exact steps
and not all problems have a specific solution, we can use these guidelines
to encourage and assist children as they solve the problems they meet each
day.
1. Identify problems and opportunity: The first step, is identifying a

problem exists and treating the problems as an opportunity, begins the
process. Finding a solvable problem and turning it into an opportunity is
the process behind many successful inventions.
2. Define goals and represent the problem: After identifying the

problem students should define and represent it in correct manner. To
represent a problem and set a goal students need to focus attention on
relevant information, understand the structure of it and activate the mental
mechanism to solve the problem.
3. Explore possible strategies: Help students think about what they need
to try out their solutions. Make sure they know they can use materials in
usual or unconventional ways.in conducting search for the solution
students can adapt the method of algorithm, analogical thinking and
heuristic method etc.
4. Anticipate outcomes and act: After representing the problem and

exploring the possible solution, the next step is to select a solution ant
anticipate the consequence.
5. Look back and learn: after anticipating the consequences student can
choose a solution strategy and implement it, evaluate the results by
checki8ng for the evidence that confirms or contradicts the solution. In the
case of failure or contradiction students can look back trying for another
idea or plan of action.
4.7 EDUCATIONAL IMPLICATION OF PROBLEM

SOLVING
Problem-solving is, and should be, a very real part of the curriculum. It
presupposes that students can take on some of the responsibility for their
own learning and can take personal action to solve problems, resolve
conflicts, discuss alternatives, and focus on thinking as a vital element of
the curriculum. It provides students with opportunities to use their newly
acquired knowledge in meaningful, real-life activities and assists them in
working at higher levels of thinking.
1. Students can easily understand the problem. It's important that
students understand the nature of a problem and its related goals.
53
Problem solving encourage students to frame a problem in their own
words.
2. Describe barriers, students are capable to understand any barriers or
constraints that may be stopping them from achieving their goal.
3. Capable of Identify various solutions: if the nature and parameters of
a problem are understood, students can select one or more appropriate
strategies to help resolve the problem. Students need to understand
that they have many strategies available to them and that no single
strategy will work for all problems. Here are some problem-solving
possibilities:
4. Problem solving enables to work through a selected strategy or
combination of strategies until it becomes evident that it's not
working, it needs to be modified. As a result students become more
proficient problem-solvers
5. Students feel very comfortable putting a problem aside for a period of
time and tackling it at a later time. For example, scientists rarely come
up with a solution the first time they approach a problem. Students
should also feel comfortable letting a problem rest for a while and
returning to it later.
6. Students can evaluate their own results. It's vitally important that
students have multiple opportunities to assess their own problem-
solving skills and the solutions they generate from using those skills.
7. Student can perform task quickly and few errors.
8. Enable to deal with problems at a deeper level.
9. Hold more information in working and long term memories
10. Effective method for monitoring students‘ performance.
Check your Progress – II

1. Problem-solving is the ability to identify and solve_____________ by
applying appropriate skills________________. (Problems, Independently,
systematically)
2. _____________ and ____________techniques enhanced the skill of

problem solving (convergent, heuristic, algorithm)
Q.2 Describe educational implication of problem solving method.
54
Q.3 Explain the full form of acronym
4.8 MEANING OF METACOGNITION
Introduction:
Metacognition essentially means cognition about cognition; that is, it
refers to second-order cognitions: thoughts about thoughts, knowledge
about knowledge or reflections about actions. So if cognition involves
perceiving, understanding, remembering, and so forth, then metacognition
involves thinking about one‘s own perceiving, understanding,
remembering, etc.
Metacognition is that the ability to look at however you process thoughts

and feelings. This ability encourages students to know however they learn
best. It additionally helps them to develop consciousness skills that
become vital as they develop. Those who have developed
metacognition area component able to assess their thought processes and
reframe the approach they assume to adapt to new things. Using
metacognition, students gain associate understanding of the things,
processes and strategies that employment best for them. They
will discover that a way that works for one category doesn‘t work for all
of them or that finding out for one subject may need longer than another.
Through the method of trial and error, students achieve some strategies
and fail in others before attempting once more.
Definition:
Flavell (1978) referred to it as ‗knowledge that takes as its object or
regulates any aspect of any cognitive endeavor‘
Moore (1982) defines it as ‗an individual‘s knowledge about various
aspects of thinking‘
Gavelek & Raphael defines it ―as the abilities of individuals to adjust
their cognitive activity in order to promote more effective comprehension‘
Donald Meichenbaum et.al. describes metacognition as peoples
―awareness of their own cognitive machinery and how the machinery
works”
Schunk,2000“Metacognition is the strategic application of this
declarative, procedural, and conditional knowledge to accomplish goals
and solve problems.
55
On the basis of above definition, we can say-
Metacognition involves three kinds of knowledge:

Declarative; declarative knowledge about yourself as a learner, the factors
that influence your learning and memory, and the skills, strategies, and
resources needed to perform a task- knowing what to do.
Procedural knowledge: or knowing how to use strategies and
Conditional knowledge: to ensure the completion of the task - knowing
when and why apply the procedures and strategies.
Teachers can assist students cultivate metacognition with a variety of

strategies. Teachers can provide students with information about how the
brain processes information, how it forms knowledge and memories, as
well as the impact stress has on these abilities. Teachers can also inspire
students to identify what they don‘t understand and discuss how they can
confronting the unknown or new knowledge which is an integral part of
the learning experience.
To help students recognize and utilize metacognitive abilities to -

understand how they learn best:
 Schedule time for students to reflect on the learning process and see
how their knowledge has changed.
 Provide opportunities for students to reflect on what was difficult for
them to learn versus what was easy and why and which study habits or
strategies worked and which ones didn‘t and why.
 Encourage students to understand how people get answers, both wrong
and right, and the processes used to get to these points.
4.9 EDUCATIONAL IMPLICATION OF

METACOGNITION
 A number of assignments can help student‘s practice reflexive thinking,

which is an activity that encourages metacognition. For instance, essay
exams encourage higher-level thinking, helping students activate
additional knowledge in the learning process.
 Teachers can also assign students to assess their own beliefs regarding
issues like race, bias or other held beliefs. This assessment pushes both
personal growth and understanding of how beliefs are formed and how
they can evolve. In short, any assignment that encourages students to
figure out the answers on their own helps them to work through the
learning process and refine their learning skills.
 Group work and collaboration further enable students to develop
metacognition as these skills help students to work through problems in
new ways. Working with others enables students to look at problems
56
from new perspectives and helps them to understand how they might
better approach problems in the future.
 Students receiving instruction on metacognition develop skills that will
make them more successful in their academic and professional careers.
The better able a student is to understand how he or she learns,
remembers and processes information, the more information he or
she will ultimately retain. This ability is further linked to developing
better memory skills, which is a predictor of future academic success.
 Students who understand how they learn are better able to create
situations that promote learning. For instance, learners might know that
they need to study in a quiet room, at a certain time of day, or with
notecards in a class that requires a lot of memorization. Alternatively,
he or she might know that writing requires a different sort of setting or
time allotment all together.
 While there is a lot to teach in a day, encouraging time for reflection on
the learning process enables students to better understand their own
learning processes. This, in turn, provides students with the skills to
study and complete coursework more efficiently and successfully
Metacognition is a ‗tool of wide application‘ and its development gains

additional importance and interest because of this fact. As cognition comes
into play whenever we operate intellectually in any domain, the same can
also apply to metacognition. Often the difference between two students-
one a successful learner, and the other a struggling learner – is effective
use of metacognitive processes. Identify strategies that teachers can use to
enhance the role of metacognition in instruction.
Check your Progress – III

1. Metacognition is the _________________about our own
___________processes. (Knowledge, understanding, thinking schema)
2. Metacognition involves three different kind of knowledge-

a.______________ b.________________ c._________________.
4.10 LET US SUM UP
 This unit covers the following topics

• The cultural, scientific and the social progress of any country depends
on the extent of the development of creativity among citizens.
• School is the proper place where an organized effort should be made to
develop the basic foundations for creativity in children. Deliberate
attempts need to be made to develop an environment of creativity
among them.
57
• Problem solving is the framework or pattern within which creative
thinking and reasoning take place.
• Jhon Bransford and Berry Stein (1993) use the acronym IDEAL to
identify the five steps;
I Identify problems and opportunity.
D Define goals and represent the problem
E Explore possible strategies
A Anticipate outcomes and act
L Look back and learn
 Metacognition essentially means cognition about cognition; that is, it
refers to second-order cognitions: thoughts about thoughts, knowledge
about knowledge or reflections about actions
 Metacognition is the strategic application of this declarative,
procedural, and conditional knowledge to accomplish goals and solve
problems
Q.1 Explain the meaning of creativity and its educational implication.

Q.2 What are the ways or steps of getting correct solution.
Q3. Explain briefly three metacognitive skills and how teacher can use
better metacognitive strategies to improve students.
Q4. Describe meaning of problem solving with its educational
implication.
Q.5 Short notes
a. Any Four educational implication of creativity
b. Writes on the process of creativity.
4.12 REFERENCES
• Woolfolk Anita (2002) ―Educational Psychology‖ ninth edition, the

Oheo State University. Pearson Publication
• Charles E.Skinner ―Educational Psychology‖ New York University.
Prentice hall of India Private ltd. New Delhi.
• S.S. Chauhan ―Advanced Educational Psychology‖, sixth revised
edition, Vikas Publishing house Pvt. Ltd.
• effrey, B. (2005). The redress of creative teaching and learning through
specialist programmes and strategic partnerships. Paper given at the
creativity in education seminar series. University of the West of
Englaneffrey, B. (2005).
58
• The redress of creative teaching and learning throug h specialist programmes
and strategic partnerships. Paper given at the creativity in education
seminar series. University of the West of Englan effrey, B. (2005).
• The redress of creaive teaching and learning through specialist programmes
seminar series. University of the West of Englaneffrey, B. (2005).
• The redress of creative teaching and learning through specialist programmes
seminar series. University of the West of England
• Jeffrey, B. (2005). The redress of creative teaching and learning
through specialist programmes and strategic partnerships. Paper given
at the creativity in education seminar series. University of the West of
England.
• Walberg, H. (1988). Creativity and talent as learning. In: R. Sternberg,
(Ed.), the nature of creativity: Contemporary psychological
perspectives (pp. 340-361). Cambridge: Cambridge University Press.
• Amabile, T. M. (1988). A model of creativity and innovation in
organizations. In B. M. Staw, & L. L. Cummings (Eds.), Research in
organizational behavior (Vol. 10, pp. 123–167). Greenwich, CT: JAI
Press.
Web references
• Creativity and Education Robina Shaheen School of Education,

University of Birmingham, Birmingham, UK.
• Eleonora Papaleontiou 2003_Louca_The Concept and Instruction of
Metacognition, Frederick institute of technology, Cyprus.
*****
59
PRACTICAL WORK
Educational Psychology – Semester IV

(Note: These Practical Works – Guidelines/Samples are intended for the
students of S.Y.B.A. (Education), I.D.O.L. only.)
YOU are expected to do the two practical works; Practical Work – 1

and Practical Work – 2, mentioned below in the unit structure, for 20
marks as an integral part of your course.
 Unit Structure
 Practical Work - 1
 Sample of an Experiment on Learning Styles to be recorded in a
Psychology Journal
 Practical Work – 2
 Sample of an Experiment on Concept Formation to be recorded
in a Psychology Journal
Practical Work – 1: To perform an experiment on Learning Styles and

record it in an experimental psychology journal.
Sample of an Experiment on Learning Styles to be recorded in a

Psychology Journal
Aim: To determine whether subjects remember more information when

presented kinesthetically, orally or visually.
Materials: 4 Different sets of 30 flashcards (the flashcards should have

easy pictures of animals, objects or nouns), 10 boys and 10 girls of age
range between 11-14, paper, pencils and stopwatch or timer.
Procedure: 1. Gather the necessary materials mentioned above. The

flashcards should be similar in appearance and level of difficulty. Prepare
answer key for each set of flashcards. The answers need not to be in the
same order but you must know which cards were used for each of the tests.
2. Gather the subjects and build rapport with them. Give the subjects the
tests in small groups. 3. For each test, provide each subject a piece of
paper. Ask each subject to write his or her age and gender at the top of the
paper and number their papers 1 to 30. When the subjects are done, tell
them to put their pencils on the table. 4. For the first test, show the
subjects each flashcard from one set for five seconds without saying
anything. Be sure each subject can see the flashcards well. After all the
flashcards have been shown, give the subjects five minutes to write down
what they saw on the flashcards. At the end of five minutes, collect their
responses. 5. For the second test, repeat step 3. Then say each word on the
second set of flashcards without showing the flashcards to the subjects.
60
Read the cards slowly and clearly, pausing five seconds between each
card. After all the flashcards have been read, give the subjects five minutes
to write down what they heard. At the end of five minutes, collect their
responses. 6. For the third test, repeat step 3. Then show and say each
flashcard from one set for five seconds. Be sure each subject can see the
flashcards well. Read the cards slowly and clearly, pausing five seconds
between each card. After all the flashcards have been read and shown,
give the subjects five minutes to write down what they saw and heard. At
the end of five minutes, collect their responses. 7. For the fourth test repeat
step 3 except they do not need to put their pencils down. 8. Provide each
subject an additional piece of paper. Show and say each flashcard from
another set while encouraging the subjects to write the word on the
additional piece of paper. Be sure each subject can see the flashcards well.
Read the cards slowly and clearly, pausing five seconds between each
card. After all the flashcards have been read and shown, collect the
additional piece of paper that the subject wrote the words on. Then give
the subjects five minutes to write down what they saw and heard and
wrote. At the end of five minutes, collect their responses. Thank your
subjects for their participation. 9. Correct the results of the four tests.
Record the data on a chart. 10. Analyze the data and draw a conclusion.
Introspection: As the experiment began the subjects were pretty excited

looking at the flashcards. As it these were simple and easy to understand,
the subjects enjoyed the experiment from start to the end. When the
subjects analyzed the similarities and differences in the flashcards they
were even more excited and understood the aim and appreciated it. The
subject also hoped that their respective school teachers shall adopt such a
teaching styles that suits their learning needs in the regular classroom
teaching.
Conclusion: With the help of observation and analysis, subject’s need of

learning style can easily be understood. There exist individual differences
with respect to their learning styles and pattern. Learners with diverse
talents and learning styles must be respected by the teachers. Teachers
shall engage students in activities and encourage cooperation among
students. Encourage more and more teacher-student interactions rather, it
is important to promote two-way communication in the classroom
teaching. Teacher must give prompt feedback.
Educational Implications: A teacher must understand that students learn

differently as compared to a traditional-general method of teaching. Every
student is unique and has different level of understanding as compared to
other students. It is most important that students must not be compared to
each other. It is essential to understand that no one teaching method is
enough to teach effectively and efficiently in order to reach to every
student understanding level. It is challenging to address every student’s
learning styles all the time. Thus it is important to use differential teaching
method in the class. Teacher must adopt a balanced teaching approach in
teaching for allowing the diverse learning styles of the students. Teacher
61
must include demonstrations and examples while teaching theory and
models for easy understanding of the students with varied learning styles
(especially for intuitive and sensing learners). Teacher must try to include
both visual and verbal information, numerical and algebraic examples
along with abstract concepts (especially for inductive and deductive
learners). Most importantly, teacher must encourage students to participate
actively in the classroom discussion and reflecting on the materials by
giving positive reinforcements at regular intervals (especially for active
and reflective learners). Memory: a person’s ability to remember
information. Auditory: to be understood through hearing. Visual: to be
understood through sight. Kinesthetic: to be understood through action or
touch. Memory and learning go hand in hand, in order to learn something
you need to remember it and do something with it. Hence, memory is
essential to all learning but people learn in different ways. Some people
learn better by seeing while others by listening and others by doing.
Practical Work – 2: To perform experiments on Concept Formation,

Recall and Recognition, Rote and Logical memory; and record them in
an experimental psychology journal.
Sample of an Experiment on Concept Formation to be recorded in a

Psychology Journal
Aim: To study and find out the process involve in the concept formation.
Materials: Set of twenty five pictures, stopwatch, paper and pen.
Procedure: The experimenter motivated student and built up rapport with

them. The experimenter gave instruction and asked the subject to draw
four columns. Column 1 for serial number, column 2 for picture number,
column 3 for picture name and column 4 to describe the picture as per
ones observation were asked to be drawn. The experimenter gave 1 minute
to observe and describe the picture. The experimenter measured time with
the help of stop watch. After the subject made the observation and
description, they were asked to read out the observation and analyze it.
Observation Table:
Sr. Picture Name of the Description of the Picture

No. No. Picture
1 14 Gokee Children are playing
2 11 Gokee Daughter is playing with her father
3 16 Yakee Spending time with partner
4 12 Gokee Mother and daughter having fun
5 18 Yakee There are few businessmen
6 2 Ruku There is a family of dog
7 20 Yakee Husband and wife arranging flower pot
8 19 Yakee There are two men playing
62
9 8 Jakoo A boy selling flowers
10 6 Jakoo A lady is sitting on a chair
11 9 Jakoo A picture of Jawaharlal Nehru
12 22 Viki Death of military person
13 13 Gokee Two children are playing
14 2 Ruku Picture of tiger in T.V.
15 23 Viki A boy is driving
16 5 Ruku There is a picture of snake charmers
17 17 Yakee A couple in an romantic mood
18 24 Viki A road or a highway
19 15 Gokee A small girl roaming free
20 1 Ruku Riding a horse
21 25 Viki Well lighted foreign evening scene
22 7 Jakoo Felicitation of Sonia Rajput
23 10 Jakoo A picture of dinner set
24 21 Viki A picture of independent women
25 4 Ruku A squirrel on a jackfruit
Later, the experimenter gave two sets of fill in blanks and subject solved it
based on their analysis. The two sets with the statements are given below:
SET-I SET-II
1. Every mother loves her child. 1. All Gokee are children.
2. In India, father is the head of the 2. Yakee are given more importance
family. in a family.
3. For companionship people keep 3. We give Jakoo to show
pet animal. inspiration.
4. A ship is a means to cross ocean. 4. We can see Ruku in jungle.
5. To make a home beautiful we
5. Viki helps people in transport.
keep flower.
After this, the experimenter discussed the answer of the fill in the blanks
and asked the subject to correct their answer. The experimenter said the
one who scored high have good concept formation.
Introspection: When the experiment started the subject was little

confused as to how to describe the picture, the names of the pictures as
these were in Japanese and appeared little funny. When the subject
analyzed the similarity and found the concept the method was appreciated.
The subject also believed that this method is worth to follow in regular
classroom teaching.
Conclusion: With the help of observation, analysis and generalization,

subject can easily understand formation of concept. There are individual
differences in concept formation. The concept formation becomes easier if
the experience is repeated. To help concept formation, the number of
experience should be increased. Concept formation involves a mental
process.
63
WORD WITH MEANINGS:
Jakoo = Flower
Gokee = Child
Viki = Vehicle or transport
Ruku = Animal
Yakee = Man
Educational Implications: 1) The most efficient way of building concept

is to have the learner experience the object directly. However, when direct
experiences cannot be provided indirect experiences should be given. 2)
The audio-visual aids used must be relevant and clear. Teaching must be
based on similarity of content and technique. 3) Rote memorization must
be discouraged. 4) Students can formulate concept by using the inductive-
deductive method of learning. The combination of both processes is often
more effective, that is, the teacher can reach the concept by example-rule-
example approach. 5) The language is an important tool in the formation
of concepts. Through proper use of language concept can be developed
and communicated.
*****
64

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1. Learning Approaches And Educational Implications

Module 2: Mental Processes And Techniques Facilitating Learning

Theory Paper: 3 credits

Module 1: Approaches & Theories of Learning

Unit 2: Developmental Learning Theories

Module 2: Mental Processes and Techniques Facilitating Learning

Unit 4: Techniques of Learning

After going through this unit carefully you should be able to

Different learning approaches focuses on student‘s behaviors. How

1.3 CONSTRUCTIVIST APPROACHES TO LEARNING

Fundamentally, constructivism says that people construct their own

Formalization of the theory of Constructivism is generally attributed to

External direction: knowledge is acquired by constructing a

Internal Direction: knowledge is constructed by transforming, organizing

Both external and internal direction: knowledge is constructed based on

It is an approach in which the learner is building an internal illustration of

Learning Cycle The learning cycle is a methodology that provides

7-E Learning Model of constructivism:

Elicit – It has to do with arousing the students‘ prior knowledge to

Engage – It is a phase of the learning cycle that the student is been

Explore- This phrase provides an opportunity for students with a

Explain – This phase focuses students' attention on a particular aspect

Elaborate – It is a phase of the learning cycle that provides the student

Evaluate – It is a phase that encourages students to assess their

Extend – This is an addition to the elaboration phase. Students are

The purpose of the first phase, elicit, is to assess student‘s knowledge of

Educational Implication of Constructivism:

Check Your Progress:

2] Mention 7 E of Constructivism: 1] __________ 2] __________ 3]

B] Describe any five educational Implication of Constructivism.

1.4 COLLABORATIVE APPROACHES TO LEARNING

“Collaborative learning‖ is an umbrella term for a variety of educational

According to Gerlach, "Collaborative learning is based on the idea that

Thus, in a collaborative learning setting, learners have the opportunity to

Collaborative learning processes can be incorporated into a typical 50-

Educational implication of Collaborative learning:

 Involvement Develop higher-level thinking, oral communication, self-

Check Your Progress:

2] _________________ and _______________ are the method of

B] Describe any five educational Implication of Collaborative

Inquiry-based learning is an approach to learning that emphasizes the

Inquiry-based learning uses different approaches to learning, including

Just like experiential learning, inquiry-based learning actively engages

Educational Implication of Inquiry Based Approach:

1. Enhances learning experiences for children:

2. Teaches skills needed for all areas of learning:

3. Fosters curiosity in students:

4. Deepens students’ understanding of topics:

5. Allows students to take ownership of their learning:

6. Increases engagement with the material:

7. Creates a love of learning:

Check Your Progress:

2. In Inquiry based learning students get the chance to ___________a

B] Describe any five educational Implication of Inquiry Based Learning.

1.6 LET US SUM UP

2] Mention 7 E of Constructivism: 1] 2] 3]

2] ___ and _ are the method of