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needs. These strategies engage the learner in some form of
mental activity, have the learner examine that mental activity
2-6
Sight 75%
Hearing 13%
Touch 6%
Smell 3%
Taste 3%
Figure 2-5. Most learning occurs through sight, but the combination
of sight and hearing accounts for about 88 percent of all
perception.
and select the best solution, and challenge the learner to
explore other ways to accomplish the task or the problem.
It must be remembered that critical thinking skills should be
taught in the context of subject matter. Learners progress from
simple to complex; therefore, they need some information
before they can think about a subject beyond rote learning.
For example, knowing that compliance with the weight-andbalance limits of any aircraft is critical to flight safety will
not help an aviation student interpret weight-and-balance
charts unless he or she knows something about how center
of gravity interacts with weight and balance.
If the student does not yet have much subject matter
knowledge, draw on the student’s experiences to gain entry
into complex concepts. For example, most students probably
played on a seesaw during their childhood. Thus, they have
a basic experience of how weight and balance work around
a center of gravity.
Additionally, HOTS must be emphasized throughout a
program of study for best results. For aviation, this means
HOTS should be taught in the initial pilot training program
and in every subsequent pilot training program. Instructors
need to teach the cognitive skills used in problem-solving
until these techniques become automated and transferable to
new situations or problems. Cognitive research has shown
the learning of HOTS is not a change in observable behavior
but the construction of meaning from experience.
Scenario-Based Training (SBT)
At the heart of HOTS lies scenario-based training (SBT)
which is an example of the PBL instructional method and
facilitates the enhancement of learning and the development
and transference of thinking skills. SBT provides more
realistic decision-making opportunities because it presents
tasks in an operational environment; it correlates new
information with previous knowledge, and introduces new
information in a realistic context.
SBT is a training system that uses a structured script of “real
world” scenarios to address flight-training objectives in an
operational environment. Such training can include initial
training, transition training, upgrade training, recurrent
training, and special training.
The instructor should adapt the scenarios to the aircraft,
its specific flight characteristics and the likely flight
environment, and should always require the student to make
real-time decisions in a realistic setting. The scenarios should
always be planned and led by the student (with the exception
of the first flight or two or until the student has developed
the required skills).
SBT not only meets the challenge of teaching aeronautical
knowledge to the application level of learning, but also
enables the instructor to teach the underlying HOTS needed
to improve ADM. The best use of scenarios draws the learner
into formulating possible solutions, evaluating the possible
solutions, deciding on a solution, judging the appropriateness
of that decision and finally, reflecting on the mental process
used in solving the problem. It causes the learner to consider
whether the decision led to the best possible outcome and
challenges the learner to consider other solutions.
SBT scenarios help learners better understand the decisions
they have to make and also helps focus the learner on the
decisions and consequences involved. It is being used to
train people in everything from emergency response to hotel
management. The strength of SBT lies in helping the learner
gain a deeper understanding of the information and in the
learner improving his or her ability to recall the information.
This goal is reached when the material is presented as an
authentic problem in a situated environment that allows the
learner to “make meaning” of the information based on his
or her past experience and personal interpretation.
SBT has become one of the primary methods to teach today’s
aviation learners how to make good aeronautical decisions
which in turn enhances the safety of all aviation related
activities. For information on how to incorporate SBT into
a training syllabus, refer to chapter 9.
Perceptions
Initially, all learning comes from perceptions, which are
　
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