Artefact 1: The learning theories illustrated by the story of learning to ride a bike

 

The image of the bicycle I learned to ride when I was 6

    That was the first class of The Principles of Learning course when Dr. Robyn asked us to share a story about how we learned to ride a bicycle. When a classmate shared that they were taught by their parents, while I learned by watching adults and mimicking their actions, trying, practicing, and eventually mastering it after several falls and injuries. I learned to ride a bicycle at the age of 6. Back then, 37 years ago, there were no bicycles for children in my country, so you can imagine how challenging it was to learn such a skill. After sharing this story, the teacher connected it to the theoretical knowledge we had learned in class, highlighting the importance of self-discovery, learning from experience, and personal significance in the learning process.

    From the example, Dr. Robyn introduced us to the theories of learning which appeared to be quite new to many of us. 

Constructivism

    Knowledge is the scope of possible experiences and meanings. Learning to ride a bike is not just about mastering a physical skill but also integrating personal insights and experiences. It illustrates how knowledge is not a static collection of facts but a dynamic framework that evolves through interactions with the environment, cultural contexts, and individual understanding (Piaget, 1952). I learned to ride by watching others, experimenting, and adjusting my actions based on feedback and personal experience. This process reflects how knowledge is constructed actively, integrating new experiences with existing understanding. The knowledge gained was not merely about staying upright on a bicycle, but about making meaning from the physical process, adapting my techniques as I learned to navigate the bike. This is consistent with the constructivist view that knowledge grows through interaction and personal experience.

    The process of learning to ride a bike illustrates how learning is about making meaning from one’s own actions and from feedback. This process involves adjusting my technique based on trial and error, as well as from observing and receiving guidance from others (Vygotsky, 1978). It shows the importance of reflective practice and how new knowledge is constructed through active engagement with the environment. In the classroom, the teacher’s role in prompting students to share their stories, like learning to ride a bike, illustrates how teaching is less about information delivery and more about creating opportunities for students to connect their personal experiences to new learning. This approach aligns with constructivist views that learning is not just the acquisition of facts but an active process of integrating new knowledge into one’s existing framework of understanding.

Phenomenology

    Learner as an experiencer. My story about learning to ride a bike demonstrates that learning is a deeply personal process influenced by social interactions such as observing and mimicking adults. This process is not just about acquiring a new skill but understanding and internalizing new ways of interacting with the world through embodied practice (Husserl, 1983). The experience underscores the role of social relationships in learning, where observing others provides a scaffold for your practice. When I shared my story, explaining how I learned through trial and error and by mimicking others, it highlighted the importance of these social relationships in learning. This reflects a phenomenological approach where the self learns through interaction and the embodiment of new skills within a social context.

Author & The Research Methods Consortium. (Year). Doctoral Research Methods in Social Work (R. L. Mauldin, Ed.)

    Additionally, teaching is prompting reflection of meaning-making. In the classroom example, where Dr. Robyn asked students to share their stories of learning to ride a bike, it highlights the importance of reflection in learning. The teacher’s role was not merely to present facts but to create a space for students to connect their experiences with new knowledge (Van Manen 1991). This approach emphasizes the need for educators to prompt students to reflect on their personal experiences and integrate them into broader knowledge frameworks. Your story of learning to ride a bike provided a reflection on the challenges, adjustments, and insights gained from personal experience. This illustrates how learning is not just about receiving information but about making meaning from it and contextualizing it within personal and social experiences.

References:

Author & The Research Methods Consortium. (Year). Doctoral Research Methods in Social Work (R. L. Mauldin, Ed.). Mavs Open Press. https://uta.pressbooks.pub/advancedresearchmethodsinsw

Husserl, E. (1983). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: First book, General introduction to a pure phenomenology. Kluwer Academic Publishers. 

Merleau-Ponty, M. (1945). Phenomenology of perception. Routledge.

Piaget, J. (1952). The origins of intelligence in children. W.W. Norton & Company.

Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. SUNY Press. 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.