Learning and Teaching Models
Learning and Teaching Models/ Approaches Essay
Philosopher, Psychologist and Educator John Dewey once said “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” (1933)
This understanding can be seen as the foundation of the Inquiry Based approach to teaching and learning, developed over decades of various educational researches. From the foundations of the theory that began with Dewey through to a more comprehensive understanding, one can see a clear relationship with the constructivist theory. Through analysis of Kath Murdoch’s integrative and inquiry-based methodologies in conjunction with the NSW Board of Studies Human Society and its Environment (HSIE) Syllabus one may ascertain the necessity of such a model in primary classrooms. In this essay the validity and history of this model will be gauged and discussed, so that one may gain an idea of how and why these teaching and learning strategies should be utilised in HSIE pedagogy.
Originating in the United States, the first inquiry-based learning methods were introduced by John Dewey. His reform of the education system was based on a deduction that “numerous and more varied points of contact denote a greater diversity of stimuli to which an individual has to respond; they consequently put a premium on variation in his action.” (1933)
Dewey identified that a “Lack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimulation unbalanced.’’ (1916) As a result he introduced his theory of ‘Organic Democracy’, which creates “liberation of a greater diversity of personal capacities.” Dewey’s research stems away from a didactic teaching and learning approach and highlights that freedom and capacity to democratically inquire has far more educative value. This theory aims to ‘enable young people to experience or practice meaningful participation in the world around
Philosopher, Psychologist and Educator John Dewey once said “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” (1933)
This understanding can be seen as the foundation of the Inquiry Based approach to teaching and learning, developed over decades of various educational researches. From the foundations of the theory that began with Dewey through to a more comprehensive understanding, one can see a clear relationship with the constructivist theory. Through analysis of Kath Murdoch’s integrative and inquiry-based methodologies in conjunction with the NSW Board of Studies Human Society and its Environment (HSIE) Syllabus one may ascertain the necessity of such a model in primary classrooms. In this essay the validity and history of this model will be gauged and discussed, so that one may gain an idea of how and why these teaching and learning strategies should be utilised in HSIE pedagogy.
Originating in the United States, the first inquiry-based learning methods were introduced by John Dewey. His reform of the education system was based on a deduction that “numerous and more varied points of contact denote a greater diversity of stimuli to which an individual has to respond; they consequently put a premium on variation in his action.” (1933)
Dewey identified that a “Lack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimulation unbalanced.’’ (1916) As a result he introduced his theory of ‘Organic Democracy’, which creates “liberation of a greater diversity of personal capacities.” Dewey’s research stems away from a didactic teaching and learning approach and highlights that freedom and capacity to democratically inquire has far more educative value. This theory aims to ‘enable young people to experience or practice meaningful participation in the world around
References: Board of Studies NSW (2006). Human Society and Its Environment K-6 Syllabus, Sydney: Board of Studies. Dewey, J. (1916). Democracy and Education. New York, NY: The Free Press. Dewey, John (1933). How we think: A rethinking of the relation of reflective thinking in the educative process. New York: D. C. Heath. Miller, R. (2007). What is Democratic Education? Retrieved September 19th via http://www.pathsoflearning.net/articles_What_Is_Democratic_Education.php Murdoch, K Murdoch, K. (2012). Inquiry learning – journeys through the thinking processes. Retrieved via www.kathmurdoch.com on march 22nd Murdoch, K Murdoch, K. 1992, Integrating Naturally. Mount Waverly, Victoria. Murdoch, K. and Wilson, J. 2004., Learning Links. Curriculum Corporation, Melbourne. Piaget, J. (1967). “The genetic approach to the psychology of thought”. In J.R. Dececco (Ed.), The psychology of language, thought, and instruction. Pp.271-276. New York, NY: Holt Rinehart. Reynolds, R. (2012). Teaching History, Geography & SOSE in the Primary School, (2nd ed). Melbourne, Oxford University Press. Vygotsky, L. 1978. Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press. Wolf, D. P. 1987. The art of questioning. Academic Connections; p1-7. found [Online] at <http://www.exploratorium.edu/IFI/resources/workshops/artofquestioning.html.