PROBLEM SOLVING CENTERED LEARNING, A POSSIBLE MODEL FOR EDUCATIONAL PRACTICE
Abstract
The importance of learning refers both to explaining and understanding the complex process of learning, and especially the applicability of research results into educational practice. Psychological theories of learning that are descriptive, not prescriptive, can be exploited by converting them into models of learning and instruction with functional-pragmatic meanings. Some of these theories have attempted to verify experimentally implicit theories of learning - those experiencing concepts, beliefs and popular opinions about learning, scientifically unjustified (V, Negovan, 2007). Therefore, learning models focus more on what the learner does , while teaching models focus on what the teacher does to facilitate student learning. Meanwhile, the teaching models interpret psychological theories of learning and are prescriptive, including rules for achieving the objectives and normative, meaning that they propose criteria for objective achievement.References
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