Conclusion
This chapter brought forth many different concepts of knowledge and learning, from the theoretical to the practical. These included theories of knowledge, learning paradigms, neuroscience in education, the art and science of teaching (pedagogy), adult education (andragogy), curriculum development, and learning outcomes.
These are the learning objectives of this chapter:
- Theories of knowledge (epistemology), the SOLO Taxonomy, and other theoretical frameworks provide perspectives that help formulate practical applications in education.
- Traditional teaching employs an instructional approach, whereas a learner-centred teaching style focuses more on the students’ capabilities toward success. In addition, the concept of VARK learning stipulates instructional and learner-centred techniques for a more comprehensive educational experience.
- Neuroscience and education move beyond the classroom towards the emotional aspects of learning. A holistic and cognitive approach may be beneficial for the future development of educational systems and policies.
- The curriculum can be variable, so the course of action to develop learning outcomes, either pedagogically or andragogically, is an ongoing process. Self-engaged learning provides students with their own creative paths to meet curriculum objectives.