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The ability to learn is one of the most outstanding human characteristics. Learning occurs continuously throughout a person’s lifetime. To understand how people learn, it is necessary to understand what happens to the individual during the process. In spite of numerous theories and contrasting views, psychologists generally agree there are many characteristics of learning.
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OGNITIVE DOMAINAFFECTIVE DOMAINPSYCHOMOTOR DOMAINObjective Level Action Verbs for Each Levelassess, evaluate, interpret, judge, rate, score, or writecompile, compose, design, reconstruct, or formulatecompare, discriminate, distinguish, or separatecompute, demonstrate, employ, operate, or solveconvert, explain, locate, report, restate, or selectdescribe, identify, name, point to, recognize, or recallassess, delegate, practice, influence, revise, and maintainaccept responsibility, adhere, defend, and formulateappreciate, follow, join, justify, show concern, or shareconform, greet, help, perform, recite, or writeask, choose, give, locate, select, rely, or usecombine, compose, construct, design, or originateadapt, alter, change, rearrange, reorganize, or revisesame as guided response except more highly coordinatedsame as guided response except with greater proficiencyassemble, build, calibrate, fix, grind, or mendbegin, move, react, respond, start, or selectchoose, detect, identify, isolate, or compareEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCharacterizationOrganizationValuingRespondingReceivingOrigintionAdaptationComplex Overt ResponseMechanismGuided ResponseSetPerception
Figure 2-13. A listing such as the one shown here is useful for development of almost any training program.
Knowledge of the general characteristics of learning help an aviation instructor use them in a learning situation. If learning is a change in behavior as a result of experience, then instruction must include a careful and systematic creation of those experiences that promote learning. This process can be quite complex because, among other things, an individual’s background strongly influences the way that person learns. To be effective, the learning situation also should be purposeful, based on experience, multifaceted, and involve an active process.
Learning Is Purposeful
Each student sees a learning situation from a different viewpoint. Each student is a unique individual whose past experiences affect readiness to learn and understanding of the requirements involved. For example, an instructor may give two aviation maintenance students the assignment of learning certain inspection procedures. One student may learn quickly and be able to competently present the assigned material. The combination of an aviation background and future goals may enable that student to realize the need and value of learning the procedures. A second student’s goal may only be to comply with the instructor’s assignment, and may result in only minimum preparation. The responses differ because each student acts in accordance with what he or she sees in the situation.
Most people have fairly definite ideas about what they want to do and achieve. Their goals sometimes are short term, involving a matter of days or weeks. On the other hand, their goals may be carefully planned for a career or a lifetime. Each student has specific intentions and goals. Some may be shared by other students. Students learn from any activity that tends to further their goals. Their individual needs and attitudes may determine what they learn as much as what the instructor is trying to get them to learn. In the process of learning, the student’s goals are of paramount significance. To be effective, aviation instructors need to find ways to relate new learning to the student’s goals.
Learning Is a Result of Experience
Since learning is an individual process, the instructor cannot do it for the student. The student can learn only from personal experiences; therefore, learning and knowledge cannot exist apart from a person. A person’s knowledge is a result of experience, and no two people have had identical experiences. Even when observing the same event, two people react differently; they learn different things from it, according to the manner in which the situation affects their individual needs. Previous experience conditions a person to respond to some things and to ignore others.
All learning is by experience, but learning takes place in different forms and in varying degrees of richness and depth. For instance, some experiences involve the whole person while others may be based only on hearing and memory. Aviation instructors are faced with the problem of providing learning experiences that are meaningful, varied, and appropriate. As an example, students can learn to say a list of words through repeated drill, or they can learn to recite certain principles of flight by rote. However, they can make
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them meaningful only if they understand them well enough to apply them correctly to real situations. If an experience challenges the students, requires involvement with feelings, thoughts, memory of past experiences, and physical activity, it is more effective than a learning experience in which all the students have to do is commit something to memory.
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Aviation Instructor’s Handbook上(28)
