Book contents
- Frontmatter
- Contents
- Preface to the Second Edition
- 1 Introduction to Dynamic Memory
- 2 Reminding and Memory
- 3 Failure-driven Memory
- 4 Cross-contextual Reminding
- 5 Story-based Reminding
- 6 The Kinds of Structures in Memory
- 7 Memory Organization Packets
- 8 Thematic Organization Packets
- 9 Generalization and Memory
- 10 Learning by Doing
- 11 Nonconscious Knowledge
- 12 Case-based Reasoning and the Metric of Problem Solving
- 13 Nonconscious Thinking
- 14 Goal-based Scenarios
- 15 Enhancing Intelligence
- References
- Index
10 - Learning by Doing
Published online by Cambridge University Press: 15 December 2009
- Frontmatter
- Contents
- Preface to the Second Edition
- 1 Introduction to Dynamic Memory
- 2 Reminding and Memory
- 3 Failure-driven Memory
- 4 Cross-contextual Reminding
- 5 Story-based Reminding
- 6 The Kinds of Structures in Memory
- 7 Memory Organization Packets
- 8 Thematic Organization Packets
- 9 Generalization and Memory
- 10 Learning by Doing
- 11 Nonconscious Knowledge
- 12 Case-based Reasoning and the Metric of Problem Solving
- 13 Nonconscious Thinking
- 14 Goal-based Scenarios
- 15 Enhancing Intelligence
- References
- Index
Summary
All real learning involves learning by doing. But, do we know what we are learning when we learn by doing? At first glance, learning seems to be a conscious process. We tell people things, they hear them, and they learn them – consciousness, pure and simple. The idea that we learn by being told is pervasive in discussions of learning (Strauss and Shilony, 1994). Nevertheless, most of what we know of any importance in our daily lives is actually nonconscious. Furthermore, it seems fairly obvious that we don't learn nonconscious stuff consciously. The distinction between nonconscious and conscious learning is thus an important one to explore.
Most conceptions of knowledge involve an approach that implies that we know what we know. Following this is the idea that we can teach that knowledge by simply telling people what we want them to know (diSessa, 1982; Bruer, 1993; Bransford et al, 1989). To some extent this is true. For instance, we learn multiplication tables by memorizing them. But memorization doesn't provide much knowledge that is of real value. Proponents of learning by doing (as opposed to learning by being told) have long lamented the school system's lack of understanding regarding the idea that people learn by doing as their primary way of learning.
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- Dynamic Memory Revisited , pp. 172 - 194Publisher: Cambridge University PressPrint publication year: 1999
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