102 Howard-Jones et al., 2009 Deligiannidi and Howard-Jones, 2015 Hermida et al., 2016). Even today, only about half of teachers and the general public, depending on the country, agree that “learning occurs through the modification of the brain’s neural connections” ( Herculano-Houzel, 2002, p. The notion that learning and memory are neurobiological processes is relatively young, dating back only to the 18th century ( Hartley, 1749). However, at their most fundamental and mechanistic level, teaching and learning are neurological phenomena arising from physical changes in brain cells. All of these ways of conceptualizing learning can be beneficial in understanding how students learn and what makes teaching effective. How do you conceptualize learning? Do you think of learning as a contractual agreement: the instructor performs certain actions to facilitate learning, and the student, in turn, explicitly or implicitly promises to behave in ways to receive that learning? Or do you think of learning in sociological terms: the learner, through what he or she learns, transforms his or her beliefs and becomes a more emancipated citizen of the world? Or perhaps you think of learning in psychological terms: learners are motivated, store facts in their minds, and create mental knowledge structures.
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