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practical considerations about learning new knowledge and
instructor actions that help students acquire knowledge are
summarized.
Memorization
A student’s first attempt to acquire knowledge about a new
topic amounts to memorizing facts about steps in a procedure.
For example, when Beverly is learning to use an altimeter,
she may have memorized that the knob on the instrument
is used to dial the current barometric pressure and that this
number must be obtained from the recorded broadcast and
set prior to flight.
Memorizing facts and steps has an advantage: it allows
students to get started quickly. For example, as soon as Beverly
memorizes the purpose of the knob on the altimeter and the
procedure for obtaining the current barometric pressure, she
is able to properly configure the instrument for flight.
The limitations of memorization become apparent when a
student is asked to solve a problem or provide an explanation
of something that is not covered by the newly acquired
knowledge. For example, when asked whether she would
rather have the altimeter mistakenly set too high or too low
2-9
Exposed to a new
topic, Beverly tends
to acquire and
memorize facts.
Three Phases of Knowledge
As learning progresses,
Beverly begins to organize
knowledge to formulate
an understanding of the
things she has memorized.
Progressing further
still, Beverly learns to
use the knowledge
she has compiled to
solve problems and
make decisions.
Figure 2-6. A student acquires knowledge through memorization,
understanding, and application.
collection of ideas that forms a learner’s understanding of a
thing or process.
The advantages of possessing this type of understanding
include the following:
1. The learner is no longer limited to answering questions
that match the memorized facts. For example, armed
with the understanding of the mixture control,
Beverly may now be able to produce answers to more
challenging questions, such as what would happen if
the mixture were set too rich or too lean.
2. Learners who understand a process have an easier
time mastering variations of the processes, such
as unfamiliar aircraft, new avionics systems, and
unfamiliar airport procedures.
3. Understanding shared between people allows them
to communicate more efficiently. For example, an
experienced pilot might mention to an experienced
mechanic that a magneto ran a bit rough during an
engine run-up. This brief communication triggers
access to a wealth of knowledge in the mind of the
mechanic who instantly knows what must be done.
4. Learners who understand the purpose behind procedure
steps are better able to remember the procedure steps
later, or reconstruct them when they are forgotten.
Mental models evolve as learners take in new information.
For example, Bill could ask Beverly why flying with an
inappropriate mixture setting is bad. A learner whose
understanding includes knowledge about spark plugs and
carbon deposits might answer correctly. If this same learner’s
understanding later extends to include knowledge about
thermal efficiency and the stoichiometric equation for the
combustion of gasoline, the explanations are likely to become
much more sophisticated. No individual’s understanding of
anything is ever “complete.”
Concept Learning
Concept learning is based on the assumption that humans
tend to group objects, events, ideas, people, etc., that share
one or more major attributes that set them apart. It also
involves discrimination between types of things or ideas
inside or outside of a concept set. By grouping information
into concepts, humans reduce the complexities of life and
create manageable categories. Although many theories about
concept learning exist, categorization has always been a
central aspect.
Concept learning enhances student understanding when
students formulate generalized concepts from particular
facts or steps. Generalized concepts are more powerful than
when flying in mountainous terrain, Beverly may not have
an answer.
Understanding
A more experienced pilot can answer the altimeter question
because she or he understands the ramifications of the
question. Understanding, or the ability to notice similarities
and make associations between the facts and procedural
steps learned, is an important next stage in the knowledge
acquisition process. At this stage, the learner begins to
organize knowledge in useful ways and a collection of
　
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