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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