Volume : 2, Issue : 6, June - 2013

Articulation and Reflection in Learning Process

N. Evelyn Thayamani, Dr M. Parimala Fathima, Dr S. Mohan

Abstract :

This study is an attempt to discuss the articulation and reflection in learning process. Effective teachers never stop exploring different ways to improve student achievement. As there is no single, perfect solution, educators look to research to guide their practice. Recent innovations in cognitive neuroscience have allowed an unprecedented look into the way the ain works. The exciting learning’s about ain function and its effects on learning have the potential to revolutionize teaching and learning. Brain research has provided new knowledge about the many ways that humans learn. (Tammy Cave, 2005) Articulate means speaking fluently. It is commonly used in the process of communication. If a person is able to express fluently, the person is good at articulation. Similarly the articulation have a ‘clearly express an idea or feeling”. In the learning process if the learner has good articulation, then the learning becomes easy for the learner. The issue that we address here is the link between articulation and reflection in meaningful learning. We define meaningful learning in terms of the doctrine of constructivism, and we look at articulation and reflection in terms of what neuroscientists call the executive functions. Of course, neuroscience is not needed to establish the existence nor importance of articulation and reflection.