Brain Research
Adam Pawelczyk
MATH 1314.C03
Schema Theory
• Schema – “a representation or construct in
our mind of something we have learned”
• Learning through Schemas - your mind
recognizes the situation (information) one
way, and then is allowed to build off of that
base
Schema (cont.)
• Humans have a schema or set of schemas for
everything they have learned.
– One cannot think about something new unless
there is a schema that allows for one to think
about that topic.
How are schemas formed?
Constructivist Theory
• Constructivist Theory – learning can only
occur through direct interaction with a
subject.
• As learning occurs, neurons in the brain grow
more dendrites, thus increasing the number of
synapses.
Constructivist Cont.
• The more synapses the faster and more
thoroughly the signal can be processed,
hence increasing the learning process.
Image Source: http://www.gcarlson.com/images/synapse.jpg
Constructivist (cont.)
• One can only learn when ACTIVELY INVOLVED
with what they are trying to learn.
– It is the only time dendrites can grow and
synapses can form.
• Hence the only time schemas can form.
• If learning is to occur, then the situation must
be unique.
– Learning occurs through trial and error.
Image Source: http://www.gcarlson.com/images3/nervecomplex.jpg
Planning Model
• Stage 1
– “Stimulates students to activate any related
knowledge they already have.”
• Stage 2
– “Guides students to start constructing new
knowledge on the knowledge stimulated in Stage 1”
Image Source: http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/think.gif
Planning Model (cont.)
• Stage 3
– “Guides students to consolidate the first growth of
new knowledge.”
• Limited understanding, but essential to learning more
complex concepts down the road.
• Stage 4
– Students allowed to delve deeper, more complex
understanding is formed.
Planning Model (cont.)
• Stage 5
– Critical thinking stage
• Understanding becomes increasingly complex
• Stage 6
– Stage in which understanding is fine tuned
• Understanding is improved.
Sources
• http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs/thin
k.gif
• http://www.gcarlson.com/images/synapse.jpg
• http://www.gcarlson.com/images3/nervecomplex.jpg
• “Implications of Brain Research for Students (and Their
Teachers)”. AMATYC Conference. Nov. 11, 2005.