EDUC6115 Week 2 Blog Assignment
In week 2 of my Learning Theories and Instruction class, we focused our attentions on the brain and how we learn and think about thinking and learning. How our brains process and store information for later recall (or not!) Cognitively speaking, the way our brain responds to schema is how we process and store learning and thinking.
Our focus this week was on the brain and learning, information processing theory, and problem-solving methods during the learning process. Oh, how our brain works! We even discussed if the brain should be compared to a computer. My 12 year old daughter says frankly, no… we should not compare the two because the brain is in a human body, and the computer is an electronic cold device.
My attention this week has been on problem solving methods during the leaning process. This process ties into the information processing theory because of attention, perception, and encoding for short and/or long term memory storage. In order to solve a problem, you must first know what the problem is. Dr. Rusbult summed it up best for me on his webpage, Problem Solving & Metacognition in Education and Life,… “In design, a problem is an opportunity to make things better; problem solving is converting an actual current situation into a more desirable future situation.” The desire, is the outcome whether it’s learning a math equation, memorizing the periodic elements chart, or solving a personal relationship issue. The end result is the same, the desire to have mastered the skill, task, or issue of misunderstanding. http://www.asa3.org/ASA/education/think/education.htm#metacognition
In Mingming Zhou’s article in Educational Technology Research & Development, ‘I am Really Good at It’ or ‘I am Just Feeling Lucky’: the effects of emotions on information problem-solving, the author describe the connections between emotions and cognition, and that emotions does play a role in how we process information. Meaning if our emotion is happy or positive, then the projected outcomes of learning and problem solving will be more likely to be favorable, than if our emotion was negative or sad. Negative emotions are more likely to have a mental block of understanding because that person is not thinking of the task at hand, rather the problem that has them dealing with negative emotions.
By first understanding the problem, identifying the goals of the desired outcome, working to attain those goals, and checking the progress often, Then according to me, problem solving is easy!
I’m constantly learning and growing!
Rusbult, C. (2012, January 1). Problem Solving & Metacognition in Education and Life. Retrieved September 12, 2014, from http://www.asa3.org/ASA/education/think/education.htm#metacognition
Zhou, M. (2013). ‘I am Really Good at It’ or ‘I am Just Feeling Lucky’: The Effects of Emotions on Information Problem-solving. Educational Technology Research & Development, 61(3), 505-520. doi:10.1007/s11423-013-9300-y