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Related Concept Videos

Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Observational Learning01:12

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Evolutionary Psychology01:20

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Evolutionary psychology explores the origins of human behavior and mental processes by framing them within the context of natural selection, a theory famously propounded by Charles Darwin. This field asserts that many behaviors common across human societies — ranging from instinctive fear reactions to complex social interactions — arose as evolutionary adaptations. These adaptations enhanced the survival and reproductive success of our ancestors, thereby becoming embedded in the...
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Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction.

Emily E Scott1, Mary Pat Wenderoth1, Jennifer H Doherty1

  • 1Department of Biology, University of Washington, Seattle, WA 98195.

CBE Life Sciences Education
|October 12, 2019
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Summary
This summary is machine-generated.

Learning progressions offer a framework for evidence-based biology instruction, guiding student understanding of core concepts. These tools leverage cognitive science to improve teaching practices in undergraduate biology education.

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Area of Science:

  • Biology Education
  • Cognitive Science
  • Curriculum Development

Background:

  • The 'Vision and Change' initiative calls for evidence-based biology instruction.
  • There is a need for new educational tools to support this reform.

Purpose of the Study:

  • Advocate for learning progressions as a valuable educational tool.
  • Explain what learning progressions are and their theoretical underpinnings.
  • Illustrate the application of learning progressions using carbon cycling.
  • Discuss their relevance and challenges in undergraduate biology.

Main Methods:

  • Literature review and synthesis of research on learning progressions.
  • Analysis of a published learning progression for carbon cycling.
  • Discussion of existing learning progressions applicable to introductory biology.

Main Results:

  • Learning progressions describe the development of student thinking over time.
  • Specific learning progressions can guide instruction in key undergraduate biology topics.
  • Challenges exist in implementing learning progressions in higher education.

Conclusions:

  • Learning progressions are a powerful tool for aligning instruction with core biological concepts.
  • Further research and development are needed to overcome implementation challenges in undergraduate biology.
  • Learning progressions can enhance the effectiveness of biology education reform efforts.