What is learning?
What is learning? Learning is a very important subject in educational psychology. In general terms, learning in educational psychology refers to a change in behavior, but not all kinds of changes in behavior are called learning. Changes in behavior can also occur due to fatigue, illness, and maturity. But such changes are not called learning.
In psychology, learning refers to those changes that occur as a result of practice and experience, the purpose of which is to help the child adjust.
Learning starts at birth and continuous till death. [1]
Important definitions of learning:
According to Sartain, North, Strange, and Chapman, “Learning is a process by which knowledge is acquired through experience or practice, and as a result, a relatively enduring change in behavior occurs.”
Alternatively, “Learning may be defined as the process by which a relatively enduring change in behavior occurs as a result of experience and behavior.”
According to Reilly and Lewis, “Learning is the permanent change in behavior resulting from practice or experience,”or “Learning is a retainable change in behavior resulting from practice or experience.”
It is clear from the above definitions that:
- Learning is the change in behavior, which can be called good change, such as using words correctly in sentences, or bad change, such as stealing.
- Change in behavior occurs as a result of practice and experience. Learning can occur through practice or training or learning through accidental experience, such as staying away from fire when one gets burnt.
- There is a relatively permanent change in behavior; for instance, a student who types but forgets due to lack of practice does not demonstrate lasting change.
A few minute changes are not included in learning, such as those in sleep, hunger, thirst, etc.
Learning Features:
Learning refers to the change in behavior through practice or experience:
1. Learning is an acquired process. A child learns from his surroundings using his intellectual abilities. He learns from his parents, teachers, friends, etc.
2. Practice plays a crucial role in the learning process. Whenever a new thing is learned, it is essential to practice it; otherwise, it will gradually be forgotten. For example, you learn a new math problem, come home, and practice similar questions to reinforce understanding.
3. Learning is an individual process. Not every child learns through the same method, and nobody learns the same thing in the same way. This is due to individuality. Every person learns through different methods and perspectives.
4. The learning process depends on the individual’s will; a person can choose to learn or not learn whenever they want. You cannot force a child to learn when they are not mentally ready for learning. Forceful study cannot yield fruitful results, as emphasized by Thorndike’s theory of connectionism.
5. The learning process continues throughout one’s life. Learning is not restricted to a particular age; instead, it continues alongside personal growth. An older person can learn to operate a computer, while a child learns to read books.
6. Learning is a mental or psychological process. Learning requires intellectual abilities. At the proper age, a child’s brain is capable of learning age-appropriate concepts. Thus, learning is directly connected to mental processes.
7. The learning process does not involve physical changes in body parts. Learning is connected to mental processes, not physical changes. A disabled child can learn just as effectively as, or even better than, a non-disabled child.
What is Maturation ?
Maturation occurs when the process of development and growth is completed in infants or children.
Learning and maturation both are different in every aspect while many believe that maturity comes with learning. Here, we will understand the characteristics and difference between learning and maturation.
Characteristics of Maturation:
1. Maturation is an innate process: This means that maturation happens naturally, without external influence, and is predetermined by genetic factors.
2. Practice holds no significance in the maturation process: Unlike learning, maturation doesn’t require practice or repetition.
3. Maturation is a normal process: Maturation is a typical and expected part of human development.
4. The maturation process is continuous, starting from birth: Maturation begins at birth and progresses steadily throughout childhood and adolescence.
5. Maturation slows down or stops after adulthood: Once physical growth is complete, maturation slows significantly.
6. Maturation is a physiological process: Maturation involves physical changes and growth, such as development of organs and bodily systems.
7. Maturation brings about numerous physical changes: Examples include growth spurts, dental development, and puberty.
8. The maturation process does not depend on learning: Maturation occurs independently of knowledge acquisition.
Types of Learning:
1. Reception Learning: The learner receives learning material through spoken or written communication and internalizes it through reading and understanding.
2. Discovery Learning: The learner discovers new concepts or ideas from the given material, which can be achieved through meaningful or rote learning, such as completing incomplete sentences like “India became independent in _______.”
3. Rote Learning: Rote learning is a type of learning where the child does not utilize their mental capabilities to understand concepts. Instead, they merely read, repeat, and memorize information for specific purposes, such as passing an exam. In rote learning, little to no actual learning takes place.
4. Meaningful Learning: This involves understanding the material to be learned, connecting it to prior knowledge, and making meaningful connections. For example, introducing money to children involves explaining its purpose and practical applications in real-life situations.
Factors That Affect Learning in the Classroom
Various factors influence learning in a classroom setting. These factors can be categorized as follows:
1. Intelligence: The learner’s intellectual capacity significantly impacts their ability to learn.
2. Health, Age, and Sex: Physical well-being, age, and gender can affect learning capabilities.
3. Attention, Interest, and Aptitude: Engagement, curiosity, and natural ability influence learning outcomes.
4. Maturation: The learner’s developmental stage and maturity level impact their learning readiness.
5. Motivational and Emotional State: Intrinsic motivation and emotional stability enhance learning effectiveness.
6. Nature of Materials to be Learnt: The complexity and relevance of learning materials affect student engagement.
7. Method of Learning: The teaching approach and instructional strategies used significantly impact learning.
8. Communication Ability of the Teacher: Effective communication skills are crucial for successful teaching.
9. Informational Feedback: Regular, constructive feedback facilitates learning improvement.
10. Physical Condition of Classroom: The learning environment’s comfort and amenities influence student focus.
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