Learning Theories and Problem Based Learning

	The Cognitive Theory sees learning as the formation of internal mental representations. These mental representations are structured into schemas and mental models. Learning occurs when these mental models change quantitatively and qualitatively (Winn, 2004).  This is an individual process which fits well within the acquisition metaphor of learning.  Ecological psychology recognises the role of the external environment in the learning process.  In addition to our perceptions made directly via the senses, mediated perception is made indirectly with the use of tools such as media (pictures, text or video) that represent something in reality (Gibson, 1979).  In addition to our internal mental representations, we can store our memories externally in non-biological systems such as diaries, books, diagrams, databases etc. This is referred to as distributed cognition.  Files on a hard drive, records in a database, notes in a diary or web pages on the Internet can act as external cognitive artifacts  which "compensate for the limitations of our working and long-term memories" (Norman, 1993).  This idea of externalisation, or outsourcing, can be applied to processing information as well as storing information: e.g. performing a query on a database, creating a spreadsheet to automatically calculate business expenses or profit.  The outsourcing of cognitive tasks frees up the mind to work on more complex tasks. This is the concept behind the Cognitive Load Theory and the use of  Mindtools.
The Activity Theory of learning portrays learning as the process of actively interacting with the environment.  Tools are used to mediate between the student and their learning goals. This is a collectively shared process with social, cultural and historical dimensions (Barab et al., 2004).  This theory fits within a "learning-as-participation" metaphor. Technology can be used to support the changing nature of knowledge: e.g. wikis for collaborative writing. Wagner (2004) refers to this as "dynamically changing knowledge". The Constructivist Theory also views learning as an active process, but it maintains that learners must use their existing cognitive structures to select, transform and organise information and experiences (Bruner, 1966).   "Learning is a process of constructing meaningful representations, of making sense of one's experiential world." (Murphy, 1997)  The student changes from being the passive receptacle of knowledge to the active constructor of their own meaning and understanding; learning with the teacher not from the teacher, self-directed not directed solely by the teacher.  The student takes on the responsibility for setting goals, working towards those goals and collaborating with other students. These learning principles form the basis for PBL.
	Social Development Theory as instigated by Vygotsky (1978) maintained that social interaction is an important part of cognition and learning; we can learn by observing and interacting with other people.  Vygotsky's concept of the "zone of proximal development" (ZPD) states that through social interaction with an adult, or in peer collaboration, the learner can attain more than they can by working alone.  The Social Constructivist Theory stresses the importance of discourse in the construction of meaning.
The Situated Learning Theory introduced by Lave and Wenger offers yet another perspective on learning.  Lave argues that effective learning occurs from activity that is situated in a context and culture, not in some abstract, out of context classroom activity. The term ”legitimate peripheral participation"  introduced by Lave & Wenger (1991) is about providing an authentic context for the learning process, a  learning environments that encourages social interaction and collaboration.

Problem Based Learning is based on the:

• Constructivist Theory- Instruction starts from the students’ current understanding, building upon these foundations and challenging misconceptions.  By reflecting on what they have learnt students engage in meaningful learning, building both individual and collective knowledge.

• Activity Theory – Students are actively involved in the problem and the learning process; exploring ideas, posing problems, identifying resources, evaluating information, posing interpretations or hypotheses, testing their ideas, applying them in other contexts, and reflecting on their learning. (Jonassen et al., 2003)
• Social Development Theory- Students work collaboratively in small groups, helping each other, negotiating meaning and solving the problem together.
  
• Situated Learning Theory- Problem solving embodies some of the critical elements of situated learning framework.  The problems are authentic real world problems.  The learning process occurs within a situated context, defined by the problem.  (699 words)
  

 

 

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Problem Based Learning (PBL) & Mathematics

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References

Allen, B. S., Otto, R. G., & Hoffman, B. (2004). Media as lived environments: the ecological perspective of educational technology. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communication and Technololgy (2 ed., pp. 215-242). Mahwah, NJ: Lawrence Erlbaum.

Barab, S. A., Evans, M. A., & Baek, E.-U. (2004). Activity Theory as a lens for characterizing the participatory unit. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communication and Technololgy (2 ed., pp. 199-214). Mahwah, NJ: Lawrence Erlbaum.

Huitt, W. (2003). Constructivism. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 2/5/07 from http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html

Murphy, E. (1997) Constructivist Learning Theory  http://www.stemnet.nf.ca/~elmurphy/emurphy/cle2b.html

Wagner, C. (2004) Wiki: A technology for conversational Knowledge Management and Group Collaboration. Communications of the Association for Information Systems (Volume13, 2004) 265-289

Wilson, B. & Cole, P. (1991) A review of cognitive teaching models. Educational Technology Research and Development, 39(4), 47-64.

Winn, W., (2004). Cognitive perspective in psychology. In D. H. Jonassen (Ed.), Handbook of Research on Educational Communication and Technololgy (2 ed., pp. 79-112). Mahwah, NJ: Lawrence Erlbaum.