Question: Students should be more interested in the process of learning than in the facts learned. Describe a specific situation in which students might be more interested in the facts learned than in the process of learning. Discuss what you think determines when students should be interested in the process of learning and when they should be interested in the facts learned.
Answer:
The amount of information presented to students can often times be quite overwhelming for them. And when this information are tested over, students become more interested and focused on memorizing the facts learned than in the process of learning. This, however, is not a good way of learning for the facts/information learned will eventually be forgotten or becomes irrelevant. It is better for students to be more interested in the process of learning and the acquisition of new knowledge for there are numerous resources available that are updated regularly so that students can remain current and up-to-date.
Students might be more interested in the facts learned not only for testing purposes but when the information presented seem to be just random facts or stand alone facts that are not applicable to anything else. As such, the students might view this information as additional trivial things to be memorized. Take for example a student who is not a history major but is taking a history course and is given a list of names of people from the past to learn about. To this student, the information that he/she learned might or might not be interesting but is probably not useful to the student outside of the course.
Applicability of the facts/information would, thus, be a good determinant for whether the student should be more interested in the facts learned as opposed to the process of learning. When students are able to see the applicability and usefulness of the information presented, they are more likely to take the learning process more seriously and not be so focused on just merely memorizing.
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