Pedagogically oriented theoretical and conceptual perspectives offer valuable research-based insights into teaching and learning. They act as “flashlights” (Luoma 2009), illuminating learning processes and teaching practices. For teachers, these flashlights are essential for understanding their personal conceptions and teaching practices as well as facilitating learning processes. For example, teachers’ conceptions of knowledge, learning and teaching influence their work in many ways. With the help of these flashlights, teachers can reflect on how their own beliefs align with established knowledge about teaching and learning.
One personal conception that strongly affects teaching and learning is the conception of learning. This refers to an individual’s (teacher’s or student’s) personal understanding of what learning is and how it occurs. For instance, teachers base their work and develop their teaching practices and pedagogical thinking on their own conceptions of learning as well as on their personal assumptions and beliefs about teaching (Murtonen 2017, p. 63; Nevgi & Lindblom-Ylänne, 2009, p. 194).
For teachers, the conception of learning forms the foundation for developing their pedagogical thinking and theory-in-use, which refers to their personal, extensive and systematic framework related to teaching. This theory-in-use provides teachers with a framework for designing and implementing practical teaching activities. It is important to recognise that no single model or theory fits all contexts. What matters most is becoming aware of the factors that shape your pedagogical thinking and actions and understanding what kind of learning your practices support and produce. Therefore, instructors of different learning processes should reflect on their own views of learning and teaching, consider where their ideas of good learning and teaching originate, compare these with current research and learning theories, and identify the practical solutions they develop based on their personal conceptions.
”The problem of the pupils is found in subject matter; the problem of teachers is what the minds of pupils are doing with the subject matter – The teacher has to be a student of the pupil’s mind”.
Nilssen & Solheim 2015
As teaching and learning situations are always interactive, it is important to recognise that multiple conceptions of learning and differing views on what constitutes “correct” progress are present in these situations. The conceptions of the learning process held by both students and instructors interact with each other and with conceptions related to the subject of learning (see Figure 1). The instructor of a learning process should therefore listen to and engage with students to become aware of these different conceptions (including their own) and understand how they influence the learning process (cf. Nilssen & Solheim, 2015).
Figure 1. Learning and teaching environment (Murtonen, 2017, p. 68).
Brief overview of learning theories
Different learning theories explain learning based on scientific research. They comprise theoretical hypotheses related to knowledge and its construction as well as to humans and human perception (Nevgi & Lindblom-Ylänne, 2009, 194). Learning theories have evolved alongside social development and as research has expanded. Today, they draw on knowledge from multiple scientific fields, enriching and broadening our understanding of learning. Understanding these theories helps to explain why certain learning practices dominate at particular times in the field of education and which conceptions underpin the approaches used. The learning theories briefly presented on this site (such as transformative learning theory and constructivism) support aligned curriculum design. Other traditional theories include behavioural, cognitive and experiential learning theories (see Stewart, 2012; Nevgi & Lindblom-Ylänne, 2009).
Transformative learning theory
According to Nevgi and Lindblom-Ylänne (2009), transformative learning theory emphasises the importance of considering different aspects, reflection and critical questioning in the learning process as well as highlights role of discussion and the exchange of ideas. According to this theory, a person’s previous experiences create a reference framework through which they interpret and assign significance to new experiences and matters they come across. For learning to occur, individuals must become aware of how they interpret these experiences and from which perspectives. This awareness develops through conscious reflection; a key part of the learning process is gaining a new perspective on familiar concepts through critical reflection. Today, reflection and reflection skills are regarded as essentia professional competencies and as prerequisites for continuous learning.
Constructivism as a learning theory
According to constructivist learning theory, called constructivism, human beings are active processors and seekers of information and knowledge. Constructivism emphasises the importance of goals set by the students themselves and their commitment to these goals throughout the learning process. By identifying and committing to their goals, students create a meaningful set of skills for themselves. Constructively aligned teaching, which guides how teaching is structured, illustrates how, for example, assessment guides students to set their own learning goals and how teachers – by becoming consciously aware of the intended learning outcomes of the course – can support students in creating goals that promote deeper learning, for example, by adjusting their assessment methods (Nevgi & Lindblom-Ylänne, 2009, p. 226).
Constructivism is an umbrella term that encompasses all learning theories focusing on the student’s active role in knowledge construction (Nevgi & Lindblom-Ylänne, 2009). Within constructivism, different approaches vary in emphasis, ranging from individual to social perspectives (Tynjälä 2002, 39). This variation relates, in particular, to the views on knowledge formation – whether it is seen as an individual process or as a social process that highlights learning communities (the socio-constructivist conception of learning).
