I believe in the Cognitive-Behavioral Learning Theory that states, “learning is a building process; learners must have prerequisite skills for each new skill” (Roblyer & Doering, 2013). To me this is clearly true, for if one does not have a basic understanding of physics, math, and chemistry, then a person trying to understand complex theories like Supersymmetry or the Heisenberg Uncertainty Principle may have some serious struggles. Even in college there exist courses that cannot be taken without certain prerequisites, so that alone proves at least some of this to be true. This influences my teaching in many ways, for my students need to be able to walk before I can expect them to run.
Roblyer, M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed.). Pearson.
I believe that Discovery Learning is the most successful form of learning and helps students commit things to their long-term memories. This Constructivist view attests that, “Learning is cognitive growth through interaction with the environment,” and that, “Children are more likely to understand and remember concepts that they discover during their interaction with the environment.” (Roblyer & Doering, 2013). “Teachers can support discovery learning by providing opportunities for exploring and manipulating objects and doing experiments” (Roblyer & Doering, 2013). I believe that in science class especially, “Children understand and remember concepts better when they discover the concepts themselves through exploration” (Roblyer & Doering, 2013). This is a type of Discovery Learning where Roblyer and Doering suggest that, “students must be given opportunities for unstructured exploration and self-discovery” (2013). They also suggest that technology can present complex environments filled with information for students to investigate and explore (Roblyer & Doering, 2013). This philosophy shapes my teaching in many ways depending on the class I teach. Science class obviously lends itself to experiments with nature and meshes well with my beliefs in this philosophy. I incorporate this into math class by letting students work with manipulatives to help them come to terms with specific concepts (such as scales or balances to balance equations).