Decades before, researchers were not concerned about individual learning or how learning environments affected the learning outcomes of students. However, they only focused on effects of curriculum changes and changes in teaching procedures which led to changes in student performance. (Shulman, 1997). In the late 1960s, behaviourist theories of learning were fading and Piaget’s idea of intellectual development which emphasised cognitive structures and cognitive development became a focus. Piaget’s research on an individual’s cognitive structures and cognitive operations was influenced by behaviourism. In the first half of the 20th century, student learning was viewed from a cognitive perspective, particularly in science education. Cognitivist theories explain brain-based learning and extend beyond behaviourist theories; the brain manages information, put information together and creates designs or ideas (http://www.youtube.com/watch). Hence, in this view learning is seen as an internal mental process which includes insight, information processing, memory and perception which focuses on cognitive and meta-cognitive development towards learning. According to this learning theory what is learnt in short segments is accumulated and at the end reinforced. This theory can be particularly influential in vocational education training modules (http://www.youtube.com/watch). However, research shows that cognitive learning is also a continuous process and it occurs over the life span of an individual. Furthermore, Ausubel’s theory found in 1963, which was known as ‘Psychology of Meaningful Verbal Learning’ interprets that cognitive learning is a continuous process and occurs over the life span of a
