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Preparation Learning theories evolve over time

Psychology

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Preparation Learning theories evolve over time. As we discover more about how people learn, the application of learning theories also changes. An idea that worked 50, 20, or even 5 years ago might not work currently due to a shift in cultural beliefs, new knowledge, or new learning contexts. Any change in our thinking can affect the way we apply learning theories. Many times, differing perspectives can lead to productive discussions and academic debates that further the evolution of the learning theory.

Instructions

In this assessment, you will explore how the evolution of learning theories and neuroscience has shaped a current learning debate.

Select one of the following learning topics:

· Multiple intelligences.

· Learning styles.

· Brain hemisphere dominance (left versus right brain).

· The Mozart effect.

· Homework is essential for learning.

· The use of technology and “screens” in learning.

· Learning happens best in a school.

Research the historical approaches for the learning controversy and how this issue is currently being debated.

· Looking at this learning controversy through the lens of learning theories and neuroscience, identify what has changed or been discovered.

· Analyze the multiple perspectives of the selected theoretical concept.

· Present arguments on both sides of the debate—both for and against the idea.

· Assess the effect of the selected theoretical concept on your area of specialization.

To complete this assessment, you will need to do the following:

· Evaluate multiple perspectives on both sides of the selected theoretical concept.

. Present the arguments from both sides of the debate.

. Discuss the current state of the debate in the field.

· Assess the quality of available research being used to support a current debate in learning theory.

. Examine the nature of the research that is being used by each side of the debate.

. Determine the quality of this research by determining if the articles are theoretical in nature, are opinions, or are quality academic research.

· Apply APA style and formatting to scholarly writing.

. Exhibit adherence to stylistic conventions, document structure, and source attributions.

Additional Requirements

· Written communication: Write coherently to support central ideas, in appropriate APA format, and with correct grammar, usage, and mechanics.

· Length: 4–5 pages (not counting your title page or references), double-spaced.

· Font and font size: Times New Roman, 12 points.

· Number of references: Minimum of five references.

· Article distinctions: There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but these references should be kept to a minimum—preferably, use no more than five book references.

· APA style: References and citations should be formatted according to current APA style and formatting standards. Refer to  APA Style and Format . You may also use the  APA Paper Template [DOCX] .

· Style: Write in the third person as an impartial narrator. Avoid the use of I, we, or you. In particular, avoid phrases such as "I think" in favor of phrases such as "the evidence suggests" or "research indicates." In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.

· Other notes: Avoid long quoted passages from your source texts. Your writing should synthesize your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Graduate-level writing should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present.