2020 Transformative Learning Conference

An introduction to the roots of TL learning theory and contemporary conceptualizations of TL

Teaching strategies, promoting transformative learning, are very important in nursing education. In designing these types of teaching strategies, one must consider how memory occurs, how concepts and ideas are connected and how knowledge is built in a meaningful manner. Brain-based learning science believes that learning includes active construction of neural pathways that functionally connect areas of the brain. Cognitive Constructivism believes that knowledge is built rather than acquired. Therefore, intentional intervention is needed to change students’ study methods for maximum retention of knowledge. Students are conditioned from early in their educational experiences that the best way to study is to just “memorize stuff” and “spit it back” on the exam. Simply recognizing information, as one studies, gives a false sense of knowledge acquisition. It does not necessarily mean that the student is able to apply that knowledge in a manner required for a variety of situations and circumstances. “Simple memory,” decreases knowledge retention, prevents connection of concepts and decreased application of essential knowledge. Students come to the classroom with different learning needs and styles and find success through different methods of learning. However, there are some techniques that all students can utilize to increase, knowledge acquisition and retention. Moving from “recognition memory” to “application memory” is the key.