Human Learning: A Developmental Approach Paper Example

Introduction

My learning experience was when I was in my fifth-grade science class. The setting was a science-like lab with tables that were arranged in rows, and each of the learners had a partner to carry out the activities of the experiment. The room had many items that were to use as the materials. The teacher just provided with the materials that were to act as the base for our learning that day. We were expected to think critically what we were supposed to do with the materials, and in so doing, we would end up learning something new.

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The learning experience

I vividly remember one day when I was coming into class when I noticed a tray on each table in the science lab. The implication of this was that I was going to work in a group of my fellow learners. I knew that I was shy and introverted. I also a difficulty in the idea of delegating or be delegated the various roles for every group member. What followed is that I decided to sit down quietly, but I had already started having a feeling of nervousness. To fight this, I resolved in looking for something that will distract me from the agitation. I decided to open my backpack and got a notebook to make myself appear busy.

A few minutes later, the teacher called out and instructed that we work in groups of four and make user that all the materials provided should be used for the experiment. That was the entire teacher said. The teacher did not explain what exactly it was to be done using the materials provided. The teacher did not even give the expectations concerning the activity that was about to be taken by each of the group in the laboratory. Amazingly, there was neither structure nor any guidance. In simple terms, this implied that it was a must as group members to engage in discussion in order decide what to do. In response to the state of the scenario, as a member of the group, we quietly came together to have a survey of the materials provided and then from that to come up with the strategy on how to use them. I had no idea what we were supposed to do. In my group, we had a potato, wires and a large battery.

After we found that it was hard to clear of what was needed, we ended up taking one of the team, and we asked questions on assistance on the same. There was no proper response of the members of other groups. We ended up using wires provided try if the bulb lighted. The results were of no help. At the same time, our teacher came back, and he started by giving us strange looks as inspected our progress. I also looked at what other groups were doing with the materials. Everybody was frustrated, confused as we thought that no one was getting somewhere. As time went on, as a group, we continued analyzing and evaluating the various arrangements, and this made up possible.

Human learning experience compared to non-human animal

Referring to the learning example presented above, the same case is not applicable to a non-human animal. The main thing that makes a difference in between a human being and a non-human animal. The level of thinking of a human being is much higher than that of an animal (Osher, Cantor, Berg, Steyer & Rose, 2018). Studies have confirmed that human has been identified as the experts of the world that have mind reading. In the experiment were provided with by the teacher, we were trying t figure out what the teacher was thinking by giving us the materials with no further instructions (Tomasello, Carpenter, Call, Behne, & Moll, 2005). The teacher did not even demonstrate what were supposed to do. The demonstration is the approach that is used in non-human animal learning. They have to see what is happening for them to be in the position of doing the same. This is accompanied by doing the same activity several times for the non-human animal to have an idea. It is worth noting that human is more skilled than non-human animals, hence they are in the position of discerning what others are perceiving, believing or intending.

Conclusion

There is also the difference between human and non-human animal learning as there is in social knowledge there is set goals and purpose. This being the case there is a tendency by the humans to make decisions, and have common intention to achieve the set goals (Illeris, 2018). On the other hand, there is a sharing of emotions in the case of human learning. The face to face interactions play a vital role in social knowledge. More importantly, human evolution is taking a new and astonishing change. This is through the way they recognize intentions of others. This does not happen in the case of a non-human animal.

References

Illeris, K. (2018). A comprehensive understanding of human learning. In Contemporary Theories of Learning, 1-14.Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development1. Applied Developmental Science, 1-31.

Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral And Brain Sciences, 28(05).