What is learning (revisited)?

Learning involves the critical confrontation of addressing preconceptions and more importantly, conceptual change.  Minstrell, a physics teacher, described that simply teaching students about abstract principles of physics provided no bridge for changing and realigning their preconceptions.  This realignment is critical, therefore, my definition of learning should include confrontation of preconceived notions and the introduction to new knowledge that can be judged to be intelligible, plausible, and fruitful.  

I firmly believe that experience can be a healthy and engaging teacher.  However, that experience should be followed by intense metacognitive development and fostering.  This perspective is backed by Lin and Lehman (1999) whose research demonstrates that periodic questions promoting reflection and explanation during a scientific experiment improves transfer of overall knowledge and concepts.  

My definition has changed in that greater emphasis and priority is placed on understanding instead of knowledge.  My assessment of a student’s understanding revolves primarily on their ability to effectively and verbally communicate and explain to me their rationale.