Before we dive into understanding the relevant science behind the learning process, let’s ground ourselves in a definition of learning that is drawn from research.
Learning is a process that:
is active - process of engaging and manipulating objects, experiences, and conversations in order to build mental models of the world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986). Learners build knowledge as they explore the world around them, observe and interact with phenomena, converse and engage with others, and make connections between new ideas and prior understandings.
builds on prior knowledge - and involves enriching, building on, and changing existing understanding, where “one’s knowledge base is a scaffold that supports the construction of all future learning” (Alexander, 1996, p. 89).
occurs in a complex social environment - and thus should not be limited to being examined or perceived as something that happens on an individual level. Instead, it is necessary to think of learning as a social activity involving people, the things they use, the words they speak, the cultural context they’re in, and the actions they take (Bransford, et al., 2006; Rogoff, 1998), and that knowledge is built by members in the activity (Scardamalia & Bereiter, 2006).
is situated in an authentic context - provides learners with the opportunity to engage with specific ideas and concepts on a need-to-know or want-to-know basis (Greeno, 2006; Kolodner, 2006).
requires learners’ motivation and cognitive engagement to be sustained when learning complex ideas, because considerable mental effort and persistence are necessary.
The conditions for inputs to learning are clear, but the process is incomplete without making sense of what outputs constitute learning has taken place. At the core, learning is a process that results in a change in knowledge or behavior as a result of experience. Understanding what it takes to get that knowledge in and out (or promote behavioral change of a specific kind) can help optimize learning.
*content on this page is drawn from the Lawrence Hall of Science/UC Berkeley NSF-WIDER Grant: Faculty Learning Program