ANDRAGOGY AND PRDAGOGY

INTRODUCTION

• Andragogy has been for many years ago as a model of adult learning. This

information offer you a look at certain aspects about andragogy, for to know the

history about how was introduced the term Andragogy, Malcolm Knowles talk

about his four assumptions and his claim to fame. You can read about the

strategies and the method that we have to use it with adult learnings. It is

important to know the term and the definition about andragogy. The objective is

to see the method that we have to know and use for to teach with adult people.

Andragogy continues to our present days as a tool.

ANDRAGOGY

• Andragogy, initially defined as “the art and science of helping adults learn,” has taken on a

broader meaning since Knowles’ first edition. The term currently defines an alternative to

pedagogy and refers to learner-focused education for people of all ages.

BEHAVIOURISM

INTRODUCTION

We are going to know about Behaviourism. It is dominated by the constraints of its attempts to

emulate the physical sciences, which entails a refusal to speculate about what happens inside the

organism.

Behaviourism

Behavioural (or "behavioral") theory in psychology is a very substantial field. If, when an

organism emits a behaviour (does something), the consequences of that behaviour are

reinforcing, it is more likely to emit it again. What counts as reinforcement, is based on the

evidence of the repeated behaviorourism.

COGNOTIVE

INTRODUCTION

• We are going to explain about the social-cognitive theory. It is a theoretical perspective in

which learning by observing others is the focus of study.

• One is that people can learn by observing others. Learners can acquire new behaviors and

knowledge by simply observing a model. A model is a person who demonstrates behavior

for someone else.

Cognitive

• They developed a cognitive approach that focused on mental processes rather than

observable behavior. Common to most cognitivist approaches is the idea that knowledge

comprises symbolic mental representations, such as propositions and images, together

with a mechanism that operates on those representations. Knowledge is seen as

something that is actively constructed by learners based on their existing cognitive

structures. Therefore, learning is relative to their stage of cognitive development;

understanding the learner’s existing intellectual framework is central to understanding the

learning process.

MOTIVATION ADULT

INTRODUCTION

• cognitive constructivists argue instead that knowledge is actively constructed by learners

and that any account of knowledge makes essential references to cognitive structures.

Knowledge comprises active systems of intentional mental representations derived from

past learning experiences. Each learner interprets experiences and information in the light

of their extant knowledge, their stage of cognitive development, their cultural

background, their personal history, and so forth. Learners use these factors to organize

their experience and to select and transform new information. Knowledge is therefore

actively constructed by the learner rather than passively absorbed; it is essentially

dependent on the standpoint from which the learner approaches it.

Motivational Strategies

• “Motivational strategy is a deliberate action or process used by an instructor to enhance

adult motivation to learn” (Galbraith, 2004).

• Wlodkowski (2004) offers four strategies for motivating adult learners in an education

setting (extracted from “Adult Learning Methods”, Galbraith, 2004):

• Establish Inclusion

• Develop a Positive Attitude

• Enhance Meaning

• Engender Competence

THEORY OF LEARNING

INTRODUCTION

• Here you will find information about theory of learning that have been developed over the

past 150 years. Teachers and students of educational psychology, curriculum

development, instructional methodology and related areas will find useful information.

Brief biological sketches of the theorists are provided, when such information is available.

THEORY OF LEARNING

• Theories about human learning can be grouped into four broad "perspectives". These are

Behaviorism - focus on observable behavior

• Cognitive - learning as purely a mental/ neurological process

• Humanistic - emotions and affect play a role in learning

• Social - humans learn best in group activities