Page 144 - Learning to Learn

READING EXPERIENCE 6: M ETHODOLOGIES: UNLOCKING PROCESS KNOWLEDGE
144 L EARNING TO LEARN: BECOMING A SELF-GROWER
Learning Processes through the Use of Methodologies
(Excerpted from the Faculty Guidebook)
by Cy Leise (Psychology & Human Services, Bellevue University)
and Steven W. Beyerlein (Mechanical Engineering, University of Idaho)
Methodologies are multiple-step models for complex processes. Their purpose is to systematically guide
learners through a full series of steps that must be internalized in order for growth in a process to occur.
Although methodologies are quite helpful, some experts discount them out of a concern for their potential
effects on creativity along with a number of other sound reasons. This module analyzes the role of meth-
odologies in learning with particular emphasis on how learners go about internalizing these tools. Also
included are tips for teaching with methodologies and a rubric for assessing at what levels the methodolo-
gies have been internalized by students.
Need for Methodologies in Teaching/Learning
An educator’s most difficult challenge is to become more effective in facilitating the rapid development
of performance in learners (Bransford, Brown, & Cocking, 2000). This involves facilitating growth of
procedural knowledge, which is the sequence or series of steps needed to produce or change something.
For example, the writing process involves distinct steps that result in a written product (e.g., Bean, 1996).
Analogously, there are widely recognized steps in problem solving (e.g., Woods, 2000). Procedural knowl-
edge can be put into steps while conceptual knowledge can be described by using concept maps and other
organizational tools. This module focuses on how methodologies can guide the learning of processes that
have four or more steps. Application may be special-purpose, such as writing research papers or designing
software as well as general-purpose, such as assessment and problem solving. Many processes build on
transferable learning skills that involve fewer than four steps. A framework for identifying, measuring, and
enhancing these is presented in Classification of Learning Skills.
Challenges in Growing Process Knowledge
Performance of a process requires that the conceptual understanding be put into action through some ap-
plication. Most problems students encounter link back to incomplete process knowledge or an inability to
draw upon the process knowledge that is needed within a specific context. Examples include completing
a proof, constructing a free-body diagram, doing a self-analysis, and classifying biological specimens.
Many specialized disciplinary processes draw upon transferable process knowledge. This is the reason
many evaluations of educational methods focus attention on critical thinking, problem solving, and other
transferable processes that are difficult to grow.
Historical Use of Methodologies
Experts have always guided the learning of novices by using methodologies, either explicitly or implic-
itly. For example, Aristotle and other philosophers recommend specific steps in the syllogistic method for
checking the “truth” of the logic between varying types of statements. John Dewey (1938) argues that
logic is only one component of inquiry and that an “inductive-deductive” cycle of processes is involved
in any inquiry. His inquiry methodology included recognition of an “indeterminate situation,” conceptual
specification of the problem, determination of a hypothetical solution, reasoning to check meaning and
relevance of the hypothesis, collection and interpretation of “facts-meanings,” and judging whether out-
comes attained resolve the problem situation. Basically, Dewey’s inquiry methodology involves a pattern
similar to that of Pacific Crest’s Problem-Solving Methodology. Examples of methodologies could be