Conceptions and Beliefs — Transcript

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1. 0:02Learning is based on our belief
2. 0:04system.
3. 0:07Our thinking includes both
4. 0:10individual concepts and beliefs,
5. 0:12as well as broader framework
6. 0:14theories, in the light of which we examine
7. 0:17new things to be learned.
8. 0:20According to studies, perceptions change
9. 0:23very slowly. Various
10. 0:25misconceptions can even prevent us
11. 0:27from learning new things. Sometimes
12. 0:30new information collides with our previous
13. 0:32beliefs and we experience a radical
14. 0:35conceptual change, as a result of which
15. 0:37our previous perception or our entire
16. 0:40thinking is replaced by a new way
17. 0:42of thinking. Different
18. 0:45beliefs related to learning are
19. 0:48, for example, beliefs related to ourselves and other
20. 0:51people.
21. 0:53Typical of these are, for example,
22. 0:55self-efficacy beliefs,
23. 0:58such as I am good at this or that or
24. 1:01someone else is good at a certain thing
25. 1:03in our opinion. We also have
26. 1:06beliefs related to learning itself,
27. 1:08such as whether learning happens by memorizing
28. 1:11or understanding and, for example,
29. 1:14nowhere how learning can happen.
30. 1:17Is it only in lecture mode,
31. 1:19just anywhere?
32. 1:22In addition to learning concepts, we
33. 1:24also have ideas about what the knowledge itself is,
34. 1:27for example how certain or permanent
35. 1:30the knowledge is. At the beginning of their studies, many
36. 1:33university students assume that
37. 1:35the teachers know the answers to all
38. 1:37questions. These
39. 1:40beliefs often change
40. 1:41during the years of study and the student
41. 1:44learns to understand that
42. 1:46there are no clear
43. 1:47answers to many difficult questions. But that
44. 1:49problems
45. 1:52can be solved with the help of expert knowledge.
46. 1:55Our actions are also influenced by our perception
47. 1:58of the subject we are learning or teaching.
48. 2:00Do we think it is
49. 2:03easy or difficult though? Is it
50. 2:05abstract or concrete,
51. 2:07theoretical or pragmatic,
52. 2:09simple or complex, familiar
53. 2:12or unfamiliar? We may
54. 2:15also have ideas
55. 2:17about the skills needed in different professions.
56. 2:19For example, does the classroom teacher need
57. 2:22research skills? Or whether a certain job
58. 2:25is interesting or whether I see myself
59. 2:28as an employee in a certain field.
60. 2:31As the last group, we have presentations
61. 2:33about teaching, for example, what
62. 2:36is teacher teaching? What
63. 2:38should the teacher do, what is his role and
64. 2:40how does the teaching take place? Is the teacher's
65. 2:43role, for example, to share information or is
66. 2:46it rather to try to provide
67. 2:47the student with the best possible environment
68. 2:49for learning?
69. 2:52As we can see, we have different
70. 2:54ideas about a wide variety of things
71. 2:56and these all affect our actions
72. 2:58in learning situations. Perceptions
73. 3:01change quite slowly, but we can
74. 3:03change them by becoming aware of our own
75. 3:06perceptions and actively modifying
76. 3:09them. If you notice that you have
77. 3:11a perception of yourself, for example, as a learner, which
78. 3:14prevents you from learning more, you should
79. 3:16ask yourself, is there any reason to maintain
80. 3:19such a perception anymore?