Foundations in Education – Module 2: Student Learning & Critical Thinking

Learning Theories

Behaviourism: learning = observable behaviour change driven by stimulus–response reinforcement.
Cognitivism: mind = information-processor; learning involves memory, schema formation, problem-solving.
Constructivism: learners build knowledge actively through experience & social interaction (Piaget, Vygotsky).
Social Learning: $\text{Observation} \rightarrow \text{Imitation} \rightarrow \text{Internalisation}$ (Bandura).

Fundamental Learning Processes

Attention → Encoding → Storage → Retrieval.
Prior knowledge activates relevant schemas, aiding meaningful learning.
Metacognition: monitoring & regulating one’s own cognition; improves transfer.
Motivation (intrinsic/extrinsic) influences persistence and depth of processing.

Bloom’s Taxonomy (Revised)

Remember
Understand
Apply
Analyze
Evaluate
Create
Higher-order thinking = levels $4\text{–}6$ ; instruction & assessment should target these.

Critical Thinking

Purposeful, self-regulatory judgement involving interpretation, analysis, evaluation, inference.
Dispositions: open-mindedness, scepticism, intellectual humility, confidence in reasoning.
Strategies: questioning assumptions, evidence appraisal, argument mapping, reflection.

Evaluation & Assessment

Formative: ongoing feedback to improve learning (e.g.
quizzes, peer review).
Summative: certifies achievement (exams, projects).
Alignment: learning objectives $\leftrightarrow$ teaching activities $\leftrightarrow$ assessment tasks.

Designing for Critical Thinking

Use authentic, ill-structured problems.
Encourage dialogue & collaborative inquiry.
Scaffold with graphic organisers, Socratic questioning.
Integrate reflection journals to foster metacognition.

Key Readings

Booker (2007) — critique of Bloom’s taxonomy in U.S. education.
Groundwater-Smith et al. — student-centred inquiry.
Ewing et al. ("Week 2 reading") — thinking, learning & critical thinking frameworks.