In scenario 1, Kayla is learning about the Pythagorean theorem in her geometry class.
Consider three scenarios that highlight the wide range of activities and accomplishments that all can be called “learning.”ġ As noted in Chapter 1, this report uses the abbreviation “ HPL I” for How People Learn: Brain, Mind, Experience, and School: Expanded Edition ( National Research Council, 2000). People learn many different kinds of things and use different learning strategies and brain processes in doing so. It may seem obvious to say that there are many types of learning, but researchers have explored this multifaceted construct from a variety of angles. These sources have explored how both experience and supportive environments can fundamentally alter developmental trajectories-both normative and maladaptive-across the life span. We build on what was discussed in HPL I 1 and other reports that have contributed to a neurobiological account of how brains develop. In this discussion, we draw on research in education and in social, cultural, and cognitive neuroscience. We then discuss brain development through the life span and changes in the brain that both support learning and occur as a result. In this chapter, we examine different types of learning in order to understand the variety of complex processes involved. The committee explained new ways of understanding what culture is and the complex ways it influences development and learning.
Chapter 2 discussed the importance of focusing on the cultural factors that influence learning. Learning involves a complicated interplay of factors. Types of Learning and the Developing Brain
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