Dear Students Use the following question to write a 10-15 page final research paper. Post your essay in the week eight drop box no later than Thursday night, week 8 The Most Effective Educational E
THE MOST EFFECTIVE EDUCATIONAL ENVIRONMENT 17
The Most Effective Educational Environment
Dorothy Pauline Browning
Keiser University
EDU 521
Dr. Martin
August 18, 2020
The Most Effective Educational Environment
Knowledge refers to understanding, awareness, or familiarity of somebody or something like information, skill descriptions, and facts attained through education or education by learning, perceiving, and discovering. According to Plato, knowledge is a "validated true conviction." A theory refers to a logical group of universal prepositions utilized as standards of justification for a particular phenomenon. Theories of knowledge play a significant role in the teaching and learning process, and teachers have to be well-versed with them to promote better outcomes. Martinez (2010) describes various knowledge theories, including philosophy, semiotics, anthropology, psychology, artificial intelligence, and linguistics. Understanding and applying multiple knowledge methods is fundamental for every teacher willing to promote active learning and teaching. This discussion mirrors three significant theories of knowledge and how they can be utilized in the classroom to enhance better outcomes.
Psychology
The theory of psychology studies the human mind and behavior to understand the reason as to why people behave and act in a particular manner. The psychological method can promote better learning and teaching outcomes (McGann & Speelman, 2020). The primary concept of the psychological theory of knowledge is the schema theory. A schema refers to a cognitive concept or a framework that aids in the organization and interpretation of information. Schemas are crucial as they enable us to take a shortcut when interpreting enormous data present in our environment. Schemas have been known to lead to stereotypes and make it challenging to maintain current information that doesn't conform to our created ideas on the human world (Munsakorn, 2015).
Fredric Bartlett initially utilized schemas as a core concept as an element of his learning theory. Bartlett proposes that a conceptual mental framework system shapes our human comprehension of the world. Jean Piaget initiated the word schema, and its usage was renown in all his works (Kelly, 2016). According to Piaget’s theory of cognitive development, kids go through a series of intellectual growth stages. Piaget's theory describes schema as both a category of knowledge and a process of knowledge acquisition. Piaget argued that individuals are persistently adjusting to the environment as they acquire new information while learning new things (Kelly, 2016). When experiences transpire, and further information is presented, people develop new schemas and modify or change the old schemas.
For instance, a child can initially develop schemas of a donkey. The child knows that a donkey is a big, four-legged animal with a tail and hair. The same child is likely to get confused when she sees a horse for the first time. The child might end up calling the donkey a horse as it aligns with the schema she has developed for a donkey. Once the child is informed that the new animal is a horse and not a donkey, they will adapt the existing schema for a donkey and establish a new schema. Let us now assume that the child now sees a miniature donkey for the first time and mistakenly recognizes it as a dog. The child's parents explain that what she has just seen is a miniature donkey and not a dog. The child will, therefore, modify the existing schema for a donkey (Kelly, 2016). The child now comprehends that while some donkeys are massive animals, others are still small. These new experiences modify the existing schemas, and further information is gained.
Schemas are something possessed by everyone, and they continue to appear and adjust all over life. There are different schemas, including event schemas, self-schemas, social schemas, and person schemas. Event schemas focus on behavioral patterns that have to be pursued for specific events, and they serve as script indicating what should be done, how one has to act, and what should be an aid in a given situation (Bouchenek, 2017). Self-schemas focus on an individual's knowledge about themselves. It includes everything they know about their current self and the ideas they have about future or idealized self. Social schemas comprise of universal experience on people's behavior in specific social circumstances. Person schemas focus on particular people. For instance, the schema that one has formed for a friend can include information on personality, preferences, behaviors, and appearance (Bouchenek, 2017).
Understanding how schemas change is fundamental in their application. Assimilation and accommodation describe the process of changing or adjusting schemas. New information is integrated into already schemas in assimilation. In accommodation, existing schemas can be changed, or new schemas can be formed as they acquire further knowledge and experiences (Astor & Astor, 2017). Schemas can be changed easily during childhood, and they increasingly become more rigid, with an increase in age. Schemas are known to persist often even with the presentation of evidence that opposes an individual's beliefs.
Schemas affect learning in all educational levels in various ways. First, they influence what people pay attention to, hence requiring a teacher to understand all learners' interests. Secondly, schemas impact learning speed as people learn new information more enthusiastically when it aligns with their existing schemas (Astor & Astor, 2017). Moreover, schemas help learners simplify the human world as further information can be categorized and classified by different novel schemas to existing schemas. Additionally, schemas affect the way learners interpret the information they receive. People distort or alter new information to fit with what they already know when learning further information that doesn't align with their existing schemas. As noted earlier, schemas can be exceedingly challenging to adjust as people tend to stick to their current schemas even when they face contradicting information (Astor & Astor, 2017).
I would utilize the psychology theory of knowledge to improve and enhance my educational settings in different ways. First, I would strive to understand the behavior and actions of all learners. Psychology holds that there are reasons behind the behavior and actions of people. Therefore, I would utilize psychological knowledge to understand the learners' differences and cater to them accordingly. Secondly, I would ensure that my learners form reliable and positive schemas that will significantly influence their learning outcomes. I would teach my learners on active learning and reading skills to enhance and modify their schemas for efficiency. Additionally, I would utilize the knowledge of schema modification and change to enable my learners to develop new positive schemas while modifying the existing ones. Knowing the different types of schemas can be utilized to allow learners to produce the best schemas that will facilitate educational success and meet individual goals and objectives.
Linguistic Theory
The primary concern of the linguistic theory is perfect speaker-listener, in an entirely homogenous speech-society, who understands its language ideally and is not affected by grammatically extraneous conditions such as distractions, memory limitations, errors, and changes in interest and attention in applying their knowledge of the language in real performance (Martinez del Castillo, 2016). The first concept is that linguistics mirrors are reference and sense. The reference of a term is the link between the linguistic phrase and the unit in the real world to which it refers. Conversely, the sense is expressed as it relates to other expressions in the language scheme. Therefore, some words have no reference but have a sense in the real world (Kripke, 2008).
Moreover, some words may vary in a sense, but not necessarily in reference, and vice versa. Extension refers to a class of entities in which a phrase can be applied. Therefore, the referent of a word is a member of the units that comprise its extension. On the other hand, the word intension refers to the set of semantic possessions that identify it (Kripke, 2008).
The word denotation (commonly utilized in the sense of an extensional reference) describes the theoretical, essential, and constant linguistic expression implication. Connotations are the secondary associations or meanings that an expression induces. In summary, the terms denotation, extension, and reference are linked to extra-linguistic realism, while the words connotation, intension, and sense assume an internal linguistic meaning (Matevosyan, 2015). Therefore, a teacher needs to teach learners how to ensure that their words have relevance and sense. Words with relevance and sense tend to influence and promote a better connection between the speaker and the audience. Teachers should also teach their learners to develop extra-linguistic reality by utilizing terms such as denotation, extension, and reference. Additionally, teachers know that a knowledgeable learner is the one that knows the internal definition and meaning of language. Therefore, teachers should ensure that their learners fully understand the terms connotation, intension, and intension and their relationship with style (Matevosyan, 2015).
Speech acts are the second concept of linguistics, which is a statement that is described in terms of the speaker's goal and the impacts on the listener. J.L Austin initiated speech act in 1975 and further extended by J.R Searle. Fundamentally, it is the action or behavior that the speaker intends to inflame in their audience (Gasparatou, 2016). Speech acts can be greetings, apologies, requests, promises, warnings, or any other declarations. Pragmatics refers to a subfield of speech act, which is concerned with the ways words can be applied to present information and accomplish actions. Other pivotal ideas of speech acts are elocutionary acts (which refers to the generation of significant statement that the audience can understand), illocutionary acts (uttering something with a purpose such as informing), and perlocutionary acts (speaking something that makes someone act) (Gasparatou, 2016).
The concept of pre-wired for language has been researched by different authors to understand the language acquisition process. Research has shown that some people are pre-wired to obtain a second language (Kripke, 2008). However, every person who attempts to advance past their mother tongue is likely to get a brain boost. The brain has been found to become more integrated and connected after learning. Moreover, the networks of a mind of flourishing learners are connected better even before learning transpires (Kripke, 2008).
Linguistics also seeks to answer the fundamental question of whether language makes thoughts possible. Research by Sapir-Whorf shows that writing helps with the communication and thinking process, though it is not an essential requirement. The cavemen were limited in their thinking as they didn't have a fully developed language. It is a language that lets us know that we are thinking and therefore influences the whole process.
Speech acts can be applied by a teacher to promote better teaching and learning outcomes. Learners should be taught how to communicate verbally and in writing to evoke positive reactions from the listener or audience. For instance, a learner should know writing an argumentative essay that will significantly influence the reader. The ideas of pragmatics can be utilized to ensure that learners have well-organized language and better communication skills. Understanding the concepts of perlocutionary acts, locutionary acts, and illocutionary acts can influence learners' knowledge of speech and communication (Gasparatou, 2016). The idea of pre-wired for language can be utilized by teachers to ensure that they promote language acquisition and understanding of the teaching content. Teachers can develop strategies such as stimulating the brain activities of learners to promote language acquisition and understanding of classroom content. Research also shows that language makes thoughts possible. Therefore, teachers should guide their learners on ways of building their writing to promote better ideas. Learners with functional language are more creative and better problem solvers as their thoughts are well-formulated (Gasparatou, 2016).
Anthropology Theory
Anthropology refers to the scientific study of societies, humans, and human behavior both in the present and past. Anthropology has made significant contributions to knowledge theories and can promote better learning and teaching outcomes (Perley, 2019). One of anthropology's critical concepts is situated cognition, which argues that knowledge is linked to doing, and all knowledge is positioned in activity related to physical, social, and cultural contexts. Learning is a social process and not segregated because people learn through interactions with one another by sharing activities and language (Pritchard, 2018). For instance, language students can study a dictionary to elevate their vocabulary. This is just a solitary work that only educates essential learning parts of a language and is less effective than direct talks between the learner and a native speaker. Candid discussions with a native speaker enable a learner to learn crucial aspects of how their words are applied in the native speaker's local culture and how they are utilized in daily social interactions (Pritchard, 2018).
The idea of cognitive apprenticeship is of a pivotal role in situated cognition. When a novice learner interacts with an expert, essential experiences, interactions, and skills are shared. The novice learner studies from an expert as an apprentice, whereby the expert passes the traditions and methods to the apprentice who applies them and improves their knowledge and skills (Fonseca & Garcia-Marques, 2013). The process is usually referred to as social-cultural learning, where an expert can be an experienced practitioner of tradition and skill. Situated cognition has helped researchers learn and understand more about education, and it occurs. Additionally, it has helped educators know how to make the most of the knowledge and skills that their learners may already have to help them learn new content and acquire new skills (Fonseca & Garcia-Marques, 2013).
Situated cognition has always challenged the belief that learning is a cognitive process that transpires only in individuals' minds. Teachers can implement situated cognition ideas and concepts by ensuring that learners interact with experts or their peers who are well-versed with the course content (Fonseca & Garcia-Marques, 2013). Additionally, teachers should make the learning and teaching process practical enough, where learners can interact with tools and the environment of work. For instance, teachers can organize educational trips and field studies to allow their learners to interact with the tools and environment they learn from course materials (Fonseca & Garcia-Marques, 2013). The learning environment should also be accommodative enough to enable learners to advance their knowledge and skills.
The second primary concept of the anthropology theory is the transfer, which ensures a magical link between the real world and classroom performance. Transfer of training emphasizes the practical and continuous application of the skills, experiences, attitudes, and knowledge learned in a given situation to another learning context (Bosua & Venkitachalam, 2015). The move increases learning speed and makes learners achieve their goals and objectives. Knowledge transfer requires learners to know how to perform a specific task or activity, and then end up implementing the same skills to complete a related job.
There are different types of transfer in learning. First, there is a positive transfer, where learning in a specific context aid learning in another context. For instance, someone with mathematical knowledge can also perform well in physics. Secondly, there is a negative transfer, where learning one task makes it harder to learn another job. For instance, speaking German can hinder one from learning English (Day & Goldstone, 2012). Thirdly, there is a neutral transfer or zero transfer, where learning one activity doesn't hinder or facilitate another event's learning.
An example is knowledge of mathematics does not affect learning religious studies in any way (Day & Goldstone, 2012). Additionally, there is a near transfer where learned behavior, content, skills, or concepts are applied to a very analogous situation to the original condition. A far transfer is the direct opposite of near transfer, where the learned behavior, content, skills, or concepts are applied to an incident that is much different from the original one. An example is when a student applies chemistry knowledge to solve a mathematical problem. There is also lateral transfer. Prior knowledge is transferred within a similar order in a hierarchy of knowledge, and vertical transfer where prior knowledge is transferred upward in the authority of knowledge. These two types of transfers can be understood better by looking at the education system and learning (Day & Goldstone, 2012).
Transfer of knowledge plays a pivotal role in all learning levels due to various reasons. First, it enables learners to quickly understand new content by using past concepts, ideas, skills, and knowledge. Secondly, it allows learners to make informed decisions by applying the learned skills and knowledge to different life situations. Thirdly, transfer promotes continuous learning as what is learned from previous courses is carried forward. Moreover, transfer enables learners to acquire vital knowledge and skills that can be utilized to perform a specific job or task (Day & Goldstone, 2012).
Theories of knowledge are essential in understanding the learning and teaching process. Three knowledge theories, psychology, linguistics, and anthropology, have been discussed deeply with focus on how they influence and create a productive learning environment for all students. Psychology, linguistics, and anthropology have shaped learning and teaching outcomes as they enable educators to guide learners appropriately and achieve their educational goals and objectives. It is upon the teacher to know which knowledge theories to apply to promote a productive learning environment. Each knowledge theory as its areas of strength and weakness, which teachers should master to combine them accordingly
References
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