Gestalt Theory Of Learning

Discovery learning and inquiry-based learning support the idea that students learn when they make use of personal experiences to discover facts, relationships, and concepts. Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. (https://www.learning-theories.com/discovery-learning-bruner.html)

Gestalt Theory of Learning. Gestalt psychologists offered a phenomenological description of problem-solving

The theory proposes that the finest way of determining how to find the solution to the problem is not by being taught a rule or algorithm, but by discovering the fundamental structure of the problem, and thereby solving the problem in a significant way. The initiative to the solution is generated by the problem-solver’s insight of the operational ‘givens’ of the problem. It stresses the significance of the problem for the learner. The theory recommends that the fundamental value of the problem-solver’s insight contributes to the solution process and failure to solve problems is a result of a failure to recognize the structure of the problem situation.

Cognitive schemas in problem solving. Knowledge construction is an extremely active endeavor on the part of learners (Von Glasersfeld, 1990) and they must be mentally active for learning to take place (Van de Walle, 2004). Instead of passively receiving information, learners actively interpret meaning through the lenses of

Kilpatrick (1987) stated that acquisition of knowledge takes place when the learner incorporates new experiences into existing mental structures and reorganizes those structures to handle more problematic experiences. Similarly, Sweller (1988) indicated that a learner is involved in construction and reconstruction of knowledge, he or she forms integrated networks of ideas known as “cognitive schemas”. Furthermore, Sweller (1988) defines schemas as “structures which allow problem solvers to recognize a problem state as belonging to a particular category of problem states that normally require particular moves”. Marshall (1990) agreed with this definition when he defines a schema as the knowledge represented in our minds through networks of connected concepts, information, rules and problem solving strategies. Cognitive schemas are both the product of constructing knowledge and the tools with which new knowledge is constructed (Van de Walle,1998) and as learning occurs, the networks are rearranged, added to or otherwise modified (Van de Wale et al,