Theories of Learning

Fall 2004

The University of Toledo

 

EDP/ 6/8340 Sec. 001

3 semester hours

W 4:15-6:45pm

GH 5019

Office Hours: MW 2-4pm; T 6:30-7:30

Dr. Kevin Pugh

Office: 5002D Gillham Hall

email: kevin.pugh@utoledo.edu

www.utoledo.edu/~kpugh

Phone: 530-2565

(Secretary 530-4302)

 

Purpose

 

The purpose of this course it to familiarize you with the prominent theories of learning and the issues that these theories address. In addition, the purpose is to help you gain a deep understanding of three select perspectives: the Deweyan perspective, the Piagetian/Cognitive perspective, and the Vygotskian/Social perspective.

 

Materials
 
  1. Phillips, D. C., & Soltis, J F (2004). Perspectives on learning, 4th edition. New York, NY: Teachers College Press.

 

  1. Dewey, J. (1938). Experience and education. New York: Macmillan.

 

  1. Wink, J., & Putney, L. (2002). A vision of Vygotsky. Boston, MA: Allyn and Bacon.

 

  1. Course pack: Available at The Student Book Store (3059 W Bancroft).

 

  1. Stand and Deliver: On reserve at the UT Carson Library (go to the circulation desk and give them my name, the course number and the call number: VHS 815. It can be checked out for 2 hrs. during the day or overnight if you check it out within 2 hrs. of closing.). Also available at your local video store and possibly your local library.
 
Assignments

 

Synthesis Exercise. During the first four weeks of class, we will take an integrated look at the various learning theories, by reading and discussing the Perspectives on Learning book as well as by doing some class activities. Afterward, you will complete a synthesis exercise. This exercise will be a take-home assignment that asks you to compare and contrast the theories along particular dimensions and to apply them to particular situations.

 

Analysis of Stand and Deliver. One of my main goals for this course is for you to be able to apply different learning theories to any educational situation you find yourself in. The best way I can see to do this is to give you practice in applying theories to particular situations. Stand and Deliver is one such situation. This movie is based on a true story and actually gives a fairly accurate portrayal of the situation and the teaching and learning that occurred in the classroom. For the assignment, you will analyze the teaching and learning portrayed in the movie from various perspectives. You will complete this assignment in three parts. In part one, you will do an analysis from the Deweyan perspective. In part two, you will do an analysis from the Piagetian/Cognitive perspectives. In part three, you will do an analysis from the Vygotskian/Social perspective. Each part should be about 5-6 pages (typed, double-spaced). More details will be given in class.

 

Grade Break Down

 

Participation

15%

Synthesis Exercise

30%

Analysis of Stand and Deliver

55%

 

Theories of Learning

EDP 6/8340, Sec. 001

Fall '04

 

Readings in Course Pack

 

  1. Wong, E. D., Pugh, K. J., & The Dewey Ideas Group at Michigan State University. (2001). Learning science: A Deweyan perspective. The Journal of Research in Science Teaching, 38, 317-36.
  2. Piaget, J. (1970). Piaget's theory. In P. Mussen (Ed.), Charmichael's manual of child psychology (3rd ed.), Vol. I (pp. 703-32). New York: Wiley.
  3. Beilin, H. (1985). Dispensable and nondispensable elements in Piaget's theory. In J. M. ? (Ed.), Genetic epistemology: Yesterday and today (pp. 107-25). Pro Helvetia Swiss Lectureship 3, NY: City University of New York.
  4. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-27.
  5. Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-63.
  6. Flavell, J. H. (1981). Cognitive Monitoring. In W. P. Dickson (Ed.), Children's Oral Communication Skills (pp. 35-60). New York: Academic Press, Inc..
  7. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-75.
  8. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  9. Howe, A. C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80, 35-51.
  10. Anderson, J. R., Reder, L. M., & Simon, H. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
  11. Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.