No two individuals are alike either physically or mentally in this world and hence their learning abilities also might be different. This paper briefly explains my experiences as a learner.
The learning theory of constructivism argues that knowledge is actively constructed and not received passively from the environment (Constructivism: a theory of learning, n. d). It is easy to know things, but it is difficult to learn things. Acquisition of knowledge is the initial step of learning. But the knowledge we receive from the environment may not be perfect. In order to construct this knowledge to a perfect shape, we should analyse the knowledge more deeply. For example, during my high school days, one of my science teachers asked me what electricity is. I replied that it is the flow of electrons. Then the teacher asked me in which direction the electron is flowing. I replied it is from cathode to anode. Then he asked me if the electron is flowing from cathode to anode, then why electricity is represented from anode to cathode. I became answerless and the teacher explained that our learning will never be a perfect one if we fail to go deep into the roots of the topic. From then onwards, I have changed my learning style and started to analyse things more deeply. I have realized that knowledge is useless if we fail to do something with that. Nickerson et al, (1985) have mentioned that understanding requires the connecting of facts, the relating of newly acquired information to what is already known and the weaving of bits of knowledge into an integrated and cohesive whole (Nickerson et al, 1985, p.234).
Analogy in learning is the process of identifying similarities between two concepts (Teaching approaches: analogies, n. d, p. 2). Complicated topics can be learned properly if we are able to establish some analogies. For example, solar system and the distribution, rotation, revolutions etc of the planets are