The time has passed when learning was identified purely as a
process involving the ability to store and recall knowledge and
facts, and the competence to produce them when required. These
abilities still seriously concern the potential teacher and this
book duly examines them, but the whys and the hows of learning and
teaching are now considered as important as the implanting of facts
for regurgitation at exam time.Some children learn more quickly
than others, some can remember facts more easily, and a teacher
must ask several fundamental questions in order to understand the
factors at work in this learning process. Where is knowledge
stored? Why do we remember some facts and forget others? When are
we learning new facts and when are we remembering and adapting
knowledge to see it in a new light? To help answer these and many
other questions a number of learning situations, typical in most
schools, are examined, the processes at work in the classrooms are
examined and then they are both related to different theories of
learning.
The examination of a series of learning processes should not
necessarily involve a choice between them, and a feature of this
volume is its lack of partiality towards any particular teaching
method, although the teacher and student will draw their own
conclusions.
General
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