Effect of
Heredity and Environment on Learning
Contents
1.0 Effect of Environment
and Heredity on Learning
1.2 Effect of Environment
on Learning
1.3 Influence of Heredity
on Learning
2.0 How to Provide Rich
and Stimulating Learning Environment
2.2 Features of an
Effective Learning Environment
1.0 Effect of
Environment and Heredity on Learning
1.1 Introduction
Learning environment is critical in
sound teaching and learning process. Review of literature shows that Internal
and external environment affect learning to a greater extent. This section
considers the effect of environment and heredity on learning.
1.2 Effect of Environment on Learning
The behavior and development of
people is mostly affected by the physical environment around them. School
environment is vital in enhancing learning. A conducive
environment of the school compound for instance, helps learners to be able to
achieve well in their academic pursuits (Jerome, 1998). The school environment
can be viewed as the personality of the school which makes it distinct and
unique from others.
A survey by Swedish Work
Environment Authority (2005) investigated the environmental impact on effective
instruction. The study found out that a good psycho-social school environment
is an important prerequisite of learning and of pupil satisfaction in school.
The study dealt specifically with environment and its impact on effective
learning without looking into the overall components of effective learning. The physical
environment of the classroom also affects the individual children and the group
as a whole. The physical environment includes the size of the room, the colors
of the walls, the type of flooring, the amount of light, and the number of
windows. A physical setting that is safe, attractive, comfortable, and well
designed helps children engage in the activities offered. Such an environment
can support goals for children and helps them to interact in positive ways.
1.3 Influence of
Heredity on Learning
Many aspects of human
characteristics (such as height and eye color) are largely determined by
genetics. Psychology researchers, however, tend to be interested in dimensions
that are relatively less determined by genetics—traits that subject more to
environmental influences, such as how a person feels, acts, and thinks.
The field of behavioral genetics
aims at understanding the observable differences in a wide variety of human characteristics,
typically by analyzing the contributions made by heredity and environment in
the development of the characteristics in question. Heredity contributes to an
observed outcome and how various factors may interact with each other to create
a particular outcome. As early as the seventeenth and the eighteenth centuries,
philosophers such as René Descartes and Immanuel Kant argued that human
cognition was largely reflective of genetically determined predispositions.
They therefore took the nativist perspective that
humans are born with certain cognitive tendencies. By contrast, a British
philosopher John Locke compared the human mind to a piece of blank paper
without any ideas written on it, and he suggested that only from experience do
humans draw reason and knowledge. Following these diametrically opposed ideas,
scientists have since extensively explored the roles of heredity and its
influences on learning.
2.0 How to Provide Rich
and Stimulating Learning Environment
2.1 Introduction
An interactive teaching and
learning station consists of a digital whitebo ard, a document camera, personal student input devices, a
wireless keyboard/mouse, and on-demand online resources. These combined tools
allow for a rich teaching/learning environment that includes dynamic and
interactive engagement that guides classroom discussion (Smith, 1996).The best
learning environment is one of high challenge and low stress and for the
learning to be effective, the environment must be conducive for learning and
thus allowing the pupils space and time to interact within the learning and
teaching process. Creation and maintenance of a stimulating
learning environment can be achieved through effective classroom organization,
interaction and a climate of innovation. According to Brighouse
& Woods (1999), they revealed that:
· Ritualized
and patterned positive teacher behavior influences the child performance.
· Constant
and varied exposure to new material encourages quicker and deeper learning.
· Differentiated
structures are necessary for effective individualized learning.
· Music can
be used to improve, recall as well as create the chosen learning environment.
2.2 Features of an
Effective Learning Environment
One of the most important tasks for
a teacher is the creation of an effective learning environment. There are many
factors that are involved in creating an effective primary learning environment
and they are as follows.
2.2.1 Teachers Knowledge
Teachers should have thorough
knowledge of the subjects they are teaching to bring out quality in education.
They are interested in the subjects that they teach, are usually able to show
the need for their subjects, and they consider the success of their students
important. A teacher's knowledge of their subject matter is very important
factor in that teacher's effectiveness. A teacher with a high level of
knowledge can usually explain a subject better to students (Excellence and
Enjoyment: learning and teaching in the primary years, 2004).
2.2.2 Role Model
Teachers should act as a good role
model for students as they can show that learning their subjects is necessary
and possibly fun. A teacher should also be interested in their subject matter.
Development materials for The Standards Site claim that teachers should
"Inspire learning through passion for the subject. This includes: bringing
the subject alive; and making it relevant to learners' wider goals and
concerns" (Excellence and Enjoyment: learning and teaching in the primary
years, 2004).
2.2.3 Setting High
standards
Teachers should consider it very
important that their students succeed. They should set high standards, and they
should also be able to help any students that have minor troubles in the
school.
2.2.4 Control over
Classroom
The Primary National Strategy
Report said that schools should "improve the tracking of pupils' progress
and make best use of available data to identify underachievement and take early
and rigorous action" (Primary National Strategy: An evaluation of its
impact on primary schools 2004/05, 2005), and "take greater responsibility
for tackling the issues that underpin fluctuating standards" (Primary
National Strategy: An evaluation of its impact on primary schools 2004/05,
2005). Teachers should always take control of the classroom or If they fail to do this, most students will not be able to
learn effectively. There also will be severe disciplinary problems, and some
students might be threatened. All students should be treated equally in order
to archive effective learning in schools. If teachers play favorites or
practice discriminatory behavior, many students will dislike them, and the
education of the students that are discriminated against will suffer.
Discrimination by teachers can also lead to legal problems for the schools (New
Arrivals Excellence Program Guide, 2007).
2.2.5 Effective Teaching
If students are taught effectively,
they will achieve at high levels, become more interested in learning, and cause
fewer disciplinary problems. A poor learning environment in a primary school
can severely harm the intellectual development of children. A teacher should
plan to create an effective learning environment wherever they teach. Better
Planning is important- the report on the success of the Primary National
Strategy claimed that "In almost all schools, leadership and management
are satisfactory or better. In most cases, head teachers and subject leaders
are committed to improving provision, raising standards and supporting the
continuing professional development of staff. However, long standing weaknesses
in a few persist, with underachievement not being tackled rigorously
enough" (Primary National Strategy: An evaluation of its impact on primary
schools 2004/05, 2005).
2.3 Conclusion
It is therefore evident that a rich
environment for learning should ensure that the resources are appropriate,
accessible, identifiable and relevant to children’s learning needs. The
environment should also support pupils to become independent and active
learners. The teacher most important task is to create an effective learning
environment. Finally, if the classroom is an effective learning environment,
students will achieve more and have more positive attitudes towards education.
References
Brighouse, T. & Woods, D.
(1999). How to improve your school.
Boekerts,
M. (1996). Personality and psychological learning.
Journal of personality, Vol. 10
Excellence and Enjoyment
(2004). learning and teaching in the primary
years, Crown Copyright. Available at: http://www.standards.dfes.gov.
New Arrivals Excellence
Program (2007). Guidance, Crown Copyright.
Available at:
http://www.standards.dfes.gov.uk/primary/publications/inclusion/neap_guidance
Primary National
Strategy (2005). An evaluation of its impact on
primary schools. Crown Copyright.
Available at:
http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=4117
Rothstein, R. (2000). Towards a composite index of school performance.
In elementary school Journa.l
vol.100
Smith, A. (1996): Accelerated
Learning in the Classroom Network. Educational Press Ltd
Swedish work and environment authority (2005). Pupil’s environment in schools. Retrieved on
Citation
KENPRO (2010).Effects of Heredity and Environment
on Learning. KENPRO Online Papers Portal.
Available online at www.kenpro.org/papers.