Connections

between prior experiences , interests , and previous view processesIntroduction : The potential faculty of the serviceman mind to openinglate , store and recall discipline continues to fascinate scientists . Wesson (2003 points to the connection between prior experiences , interests , and previous thought processes , and the brain development thus , The emerging capabilities and talents that (1 ) receive world-shattering amounts of time and attention 2 ) have key unrestrained , personal , and /or survival linkages , and (3 ) are repeated very much , are skills that have the greatest likelihood of developing magnify neural connections that become al or so impervious to destruction short of disease or regional brain trauma This canvas shall explain the significance of such(prenominal) connections by stating examples from students past experiences , and relating them to non-homogeneous the concepts of learningThought-Processes and Experiences : Slavin (2003 ) states , The human mind is a meaning maker . From the frontmost microsecond you see , hear taste or feel something , you starting a process of deciding what it is , how it relates to what you already know , and whether it is great to keep in your mind or should be throw away . This thought becomes strategically important in the classroom purlieu , especially when students are introduced to scientific concepts and their laws as observed in Nature In any given subject , the students accept to be engaged in prior knowledge experiences , wherein teachers shall be able to assess and value the knowledge students already feature . These are important to the learning process , since they help in making sense of our learning experiences This process puts forth an kindle challenge to the students , taking them away from merely memorizing in relieve oneselfation to substantive learning . For example , in the Science class , this detective /writer had to introduce Newton s First Law of front , to the class .

Newton s first law of Motion states that every(prenominal) object in a state of uniform relocation tends to remain in that state of dubiousness unless an external military strength is applied to it This law which seems relatively complicated to explain became elementary and easy , when concepts of cognitive learning were applied in article of belief the studentsResearchers like Jean Pia realise (1970 , have postulated the theory of HYPERLINK http /chiron .valdosta .edu /whuitt /col /cogsys /piaget .html cognitive development , which elucidates the process of learning in human beings - from experience , going on to reason , store pertinent information , modify behavior to suit the environment . By introducing a common toy namely top , which keeps rotating until such time as the forces of atmosphere bring it to a harbor , Newton s law was easily explained to the class . Introducing the unknown learning law is made simple by activating their emphasise knowledge of their childhood game of playing with the crookedness . The students , most of whom have been familiar with the common top or torque , unconsciously activated their schemas or their existing understandings /theories about motion , and the force that makes the rotation ceaseBartlett (1932 , 1958 ) posited the concept of `schema which suggests that memory takes the form of schema , providing a mental framework for understanding...If you want to get a full essay, order it on our website: Ordercustompaper.com

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