ABSTRACT

This short thought paper

considers how conclusions from
one theory of learning can be
used to support another.
Learning theories do not need to
be seen to contradict one
another, rather support one
another from varied
perspectives.

THE ROLE OF Susan Beeley

ETEC 512: Applications of
Learning Theories to Instruction

TRIANGULATION
Thought Paper #2: September, 2016
 Thought paper 2: The Role of Triangulation

With the vast array of theories on learning the one selected at any given point in time often depends upon

agendas beyond the teachers control. However, through examining evidence gathered by various theorists and

selecting the pieces that prove to have practical value through triangulation it becomes possible to begin to select

individual approaches supported by empirical research that work for both the teachers and the students.

Zamarian, Ischebeck and Delazer (2009) reference three neurological studies that identify both similarities and

differences between a novice thinker and an expert thinker. Though many of the same areas of the brain were

activated regardless of level of experience (those involved in visuo-spacial working memory, visual imagery and

numerical processing) it was found that areas of the brain related to episodic memory processes that might enable

encoding-retrieval strategies occurred in experts but not novices. Further, expert activation was bilateral symmetrical

rather than lateralised and different in terms of activation strength and employment of cerebral areas.

Bransford, Brown and Cocking (2000) identify several observed differences between the thinking patterns of

experts and novices including:

Noticing features and meaningful patterns in information that are missed by novices;

Well organised, deep understanding of content knowledge;

Knowledge that is used efficiently relative to the context; and

Flexible retrieval of knowledge with little effort or attention.

Rather than adhering strictly to one approach to learning evidence gathered using behavioural observation and

evidence gathered neurologically both support the idea that there are significant differences between novices and

experts, a conclusion that is based on triangulation of two approaches. The link between mind, brain and education

(MBE) as suggested by Coch and Ansari (2009) can now be draw upon to determine the teaching practices that best

support our students in their journey from novice thinking to something more expert.
References:

Bransford, J.D., Brown, A.L. & Cocking, R.R. (Ed.) (2000). How people learn: Brain, mind, experience and school:

Expanded Edition. Washington, D.C.: National Academy Press.

Coch, D. & Ansari, D. (2009). Thinking about mechanisms is crucial to connecting neuroscience and education. Cortex,

45(4), 546-7. Retrieved from

http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0010945208001585

Zamarian, L., Ischebeck, A. & Delazer, M. (2009). Neuroscience of learning arithmetic Evidence from brain imaging

studies. Neuroscience and Biobehavioral Reviews, 33, 909-925. Retrieved from

http://www.sciencedirect.com.ezproxy.library.ubc.ca/science/article/pii/S0149763409000402