School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory



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SCHOOL DIDACTICS AND LEARNING

Premise:
(in summary) Data gathered during the research indicate certain differences in
performance on probability problems between students of differing ability taught in
different ways; etc.
Conclusion:
Therefore, cognitive structures of students have changed in certain ways (e.g., discovery
learning increases the integration of cognitive structure).
What is lacking between the premise and the conclusion is “at the very least some premise referring to
cognitive structures…[as well as] a premise referring to how these structures become well-integrated” (p.
149). The point is that even if it is difficult to suppose anything at all regarding cognitive structures from
behavioural data, since these two dimensions belong in two different worlds, this is done.
In sum, this kind of criticism suggests that it might be more fruitful to limit research in human cognition
to a description of how individuals publicly perform certain domains of knowledge. This limitation does not
suggest that there would not be some cognitive mechanisms functioning within learners, but it seems that in
an educational setting insights into these mechanisms are not required. The argument for this is that since it
is possible to determine how a person publicly manages in some knowledge domain without knowing how
this performance is generated, insights into these processes are not necessarily interesting from an
instructional point of view. According to this view, teachers would need insights into how students publicly
perform in a certain area. This has for example been stressed by Hirst (1965, p. 59): “Concepts are acquired
by learning the complex use of terms in relation to other terms and their application in particular cases.”
Hamlyn (1967, p. 43) also has argued in this way:
7. PEDAGOGICAL IMPLICATIONS
151


That is to say that the best person to say how the teaching of, say mathematics, should proceed is the
mathematician who has reflected adequately, and perhaps philosophically, on what is involved in his
own subject.
Hirst and Hamlyn especially use arguments from the instructional field in explaining why the kind of
knowledge produced by some branches of cognitive psychology is uninteresting. 
The question of how teachers conceive of human learning apparently has consequences for their
instructional and educational work. Both cognitivists and their critics like Hamlyn answer the question of
how human learning is to be understood. Even if the answers are heavily conflicting, they are still answers
to the same question. Therefore, the question of how the epistemological mind-world problem is solved has
implications for instruction.
TEACHING AND THE ONTOLOGICAL MIND-BRAIN PROBLEM
TEACHING AND THE LEARNING PROCESS
Learning Strategies as Explaining Differences in Learning
The difference between high-and low-achieving students is often explained by differences in the learning
strategies used.
3
Weinstein and Mayer (1986, p. 323) conclude:
[W]hereas many children may gradually acquire the processing skills needed for good comprehension,
poor comprehenders appear to be relatively deficient in the use of active monitoring strategies.
Learning strategies are sometimes defined as “behaviors that the learner engages in during learning that are
intended to influence affective and cognitive processing” (Weinstein & Mayer, 1986, p. 315). Learning
strategies are often defined in terms of intellectual skills. Encoding in turn refers to how the learner selects,
organizes and integrates new information.
4
Therefore it should be made clear that what makes a cognitive
strategy different from other intellectual skills is the object. Gagné and Briggs (1979, p. 72) clearly explain
the difference:
[It] is the 
object
of the skill which differentiates cognitive strategies from other intellectual skills. The
latter are oriented toward environmental objects and events, such as sentences, graphics, or
mathematical equations. In contrast, cognitive strategies have as their objects the 

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