Concept of Learning

Overview

Learning is one of the most fundamental concepts in educational psychology and forms the backbone of all teaching-learning processes. For OTET, this topic connects Child Development and Pedagogy with classroom practices, making it essential for both Paper I and Paper II candidates.

The modern view of learning has shifted from passive absorption of information to active construction of knowledge. This constructivist perspective, aligned with NCF 2005, emphasizes that children are not empty vessels to be filled but active participants who build understanding through experience, interaction, and reflection. Understanding what learning truly means and what factors influence it helps teachers design effective instruction and support diverse learners.

Expect 2-4 questions on this topic, often testing the distinction between rote and meaningful learning, the role of the learner in knowledge construction, and factors that promote or hinder learning.

Key Concepts

• **Learning as behaviour change**: Learning is a relatively permanent change in behaviour or behavioural potential that results from experience or practice. It is not due to maturation, fatigue, or temporary states like illness.

• **Learning as knowledge construction**: The constructivist view holds that learners actively build mental models by connecting new information with prior knowledge. Knowledge is not transmitted but constructed by the individual.

• **Learning is process-oriented, not just product-oriented**: True learning involves understanding processes and developing thinking skills, not merely memorizing facts for reproduction.

• **Learning is continuous and lifelong**: Learning occurs throughout life, both inside and outside the classroom. Informal and incidental learning are as important as formal instruction.

• **Prior knowledge is the foundation**: What a child already knows determines what they can learn next. New learning must connect with existing schemas for meaningful understanding.