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Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action—these are the three great freedoms that constitute personal responsibility. If no freedom is granted, students may have little interest in learning.
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human animals, and some machines; there is also evidence for some kind of learning in certain plants. [2]
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Through these tools, cognitive learning occurs when the people interact with these tools socially and internalize them. [41] A major concept within social constructivism is the zone of proximal development (ZPD). ZPD represents the potential amount of learning a student can have given the right environmental conditions.
It aims to expand and deepen learning outcomes, with a greater focus on subject-specific curricula, and teachers often specialize in one or a few specific subjects. One of its goals is to acquaint students with fundamental theoretical concepts across various subjects, laying a strong foundation for lifelong learning.
Several studies have suggested that generalization is a fundamental and naturally-occurring learning process for humans. Nine-month-old infants require very few (sometimes only 3) experiences with a category before learning to generalize. [2]
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1956) as "the search for and testing of attributes that can be used to distinguish exemplars from non exemplars of various categories".