FocusEnsuring that learning is active, relevant, and practical
- Knowledge is … scope of possible action and interpretation
- Knowing is … appropriate action/interpretation
- Learner is … engaged agent (individual)
- Learning is … engaging
- Teaching is … formatting experiences
SynopsisLearning-by-Doing is blends the principles that learning should be active (rather than passive), relevant (rather than seemingly arbitrary), and practical (rather than entirely theoretical). Learning-by-Doing is a foundational tenet of Progressivism and the many perspectives on influencing learning that are associated with the movement. An important associated discourse is:
- Minimalist Theory (John M. Carroll, 1990s) – Picking up on the core themes of Learning-by-Doing, Minimalist Theory recommends that learners be provided with minimal (and sometimes flawed and/or incomplete) information for the tasks to be performed. It is supported by a handful of studies that demonstrated that, in some situations, people provided with such information learn faster and perform better than those who have access to comprehensive materials and instruction.
CommentaryCriticisms of Learning-by-Doing typically revolve around its impracticality and relative inefficiency for teaching traditional school topics.
Authors and/or Prominent InfluencesJohn Dewey
Status as a Theory of LearningLearning-by-Doing is more a principle of engagement than a theory of learning.
Status as a Theory of TeachingLearning-by-Doing is principally concerned with formatting learner engagements, and so it is properly characterized as a theory of teaching.
Status as a Scientific TheoryLearning-by-Doing is not a “scientific theory,” per se. But it is a principle that is associated with a diversity of well-theorized and well researched theories of teaching.
- Minimalist Theory
Please cite this article as:
Davis, B., & Francis, K. (2020). “Learning-by-Doing” in Discourses on Learning in Education. https://learningdiscourses.com.
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