ABSTRACT
Learning begins a very long time before school; continues for even longer after school; and happens rapidly, and in parallel with school, in a great number of different ways and settings. Learning proceeds in a number of different ways, and has been described and explained by many different interested researchers and opinion-makers over many years. A basic understanding of processes of learning is essential for those who intend to develop activities that will have the potential to lead to effective learning taking place in classrooms; that is, teachers. Although the history of a philosophical interest in learning can be traced back to ancient Greece, the modern history of the psychology of learning dates back to the late nineteenth and early twentieth centuries. Apart from the binary divide between behaviourism and cognitive constructivist descriptions of learning, there are other research findings which have led to some important developments with ramifications for learning and learners.
