INTRODUCTIONThere were many learning theories which had emerged during the 18th and 19th century which tried to explain how and individual acquires knowledge and learning. It was during the 19th century when group of psychologists in Germany advocated the study of psychology as a whole. These psychologists also focused in human learning and perception. There were two major trends in psychology at the end of the 19th century and the beginning of 20th century. In Europe, Wundts structuralist psychology was the major influence and in America, behaviorist psychology was the dominant trend. In 1912, three German psychologists located in and around Frankfurt, Germany independent of each other had come to the conclusion that the past psychologists had overlooked the linkage between consciousness and behavior. Therefore, these psychologists started to covert effort to develop a system of psychology that tool into view the unity of human beings. These efforts laid the foundation of a new look called Gestalt psychology, the purpose of which was to avoid piecemeal study of psychology and to present a holistic view. In other words, the Gestalt psychology adopted both the behaviorist views and the structuralists views. The structuralists were focusing on the consciousness as the key element in the study of psychology while the behaviorists were focusing on the prediction of control of behavior. The concept of Gestalt was first introduced in contemporary philosophy and psychology by Christian Von Ehrenfels. The idea of Gestalt schools has its roots in theorists like Ernst Mach who developed the concept of space form and time form; and Oswald Kulpe who developed the idea of imageless thoughts. On the other hand, the early gestaltists, Max Wertheimer, Kurt Koffka and Wolfgang Kohler are firmly convinced that behaviorism could not account for all the full range of human behavior. With their views of perception, and perceptual learning finding acceptance in many quarters, the gestaltists widened their efforts to bring a cognitive interpretation to human development, intelligence and especially problem solving (Travers, et. al, 1993).Wertheimer developed Gestalt psychology during the 18th century, and it gained popularity for the time as an alternative to the current psychological views such as structuralism. However it lost support as newer concepts were introduced and remained relatively obscure until 1970s when it experienced a sudden upsurge in popularity. It became one of the main theories of learning. At present, Gestalt psychology is not an active area of research, but it has come closer than any other approach to an accurate description of how properties are exercises through sometimes complex combination of symbols, the application of these properties requires more than reading of symbols. It is still unpopular among psychologists, but it maintains a constant amount of attention and acknowledgement.This study entitled A Study on the Effectiveness of Gestalt Teaching Methods and Approaches will discuss about the Gestalt Learning Theory, its pioneering proponents and their major contributions. This will also tackle about the methods and approaches in teaching which are gestaltist in nature and its effectiveness on the students learning.

PURPOSE/SIGNIFICANT OF THE STUDYWith the intent to ascertain the effectiveness of gestalt teaching methods and approaches, the researcher look forward that the present study will benefit the students, teachers, and future researchers. Students Through this study, studentsespecially those who are taking up education courses, will be informed of what is Gestalt Learning Theory all about. How it viewed the learner, the learning process and the like. With the help of this knowledge, they can understand the nature of the learners and the learning process which they may use when they are in the actual educational setting. TeachersWith the knowledge and information that will be provided by this study about some methods and approaches in teaching which are gestaltist in nature, they will have ideas of what approaches they can use and integrate in their teaching to make the learning of their students more meaningful and effective and in addition, to make their approach and method student-centered.

Future researchersThis study will provide them with information that will serve as basis for further research regarding the effectiveness of gestalt teaching methods and approaches which may contribute to the meaningful learning of students.

STATEMENT OF THE PROBLEMThis study will discuss about the Gestalt Learning Theory, its pioneer proponents and effectiveness of gestalt teaching methods and approaches. Through this study, the researcher sought to find out the answers on the following questions:1. What is Gestalt Learning Theory?2. Who were the following Gestalt Theorists and what are their major contributions?2.1. Max Wertheimer2.2. Wolfgang Kohler2.3. Kurt Koffka3. How do Gestalt Theorists define the following:3.1. Learning3.2. Thinking3.3. Motivation4. What methods and approaches in teaching are Gestaltist in nature?5. What are the implications of Gestalt Learning Theory in education?

FACTS BEARING ON THE PURPOSEThis section presents the related literature and studies, both foreign and local, which helped the researcher in the present study for better knowledge and clarification.

Foreign LiteratureGestalt TheoryGestalt psychology opposes the other major psychological perspectives on experience from its time. It argues the existence of innate and universal tendencies in human behavior, especially related to the interpretation of vision.According to Gestalt views, thinking is a response to a problem-situation pressing for a solution, analogous to the way in which an incomplete circle, exposed for a second, appears as a completed figure in perception. Abstract thinking deals with general, formal features and not with specific qualitative contents of problems. Hence, insight to logical, structural factors is stressed instead of past experience or association with similar problems or trial and error types of solution.The Gestalt Theory proposes that learning consists of the grasping of a structural whole and not just a mechanistic response to a stimulus. It proposed several laws of organization which are innate ways that human beings organized perceptions. A gestalt factor is a condition that aids in perceiving situations as a whole or totality.Gestaltists define brain as a physical system that acts in incoming sensory information to make it more meaningful and organized. Its ability to do is neither learned nor inherited. This ability is inherent to any physical system, brain is one of them. It plays an active role in making sensory information more meaningful which in turn, affects the behavior of an individual. Active processing in the brain generated the mind or physiological processes in the brain were mirror image of mental events and vice versa (isomorphism). Isomorphism depicts the cerebral cortex as mapping those gestalt fields of stimuli. For them, learning was a special problem of perception. Problem caused perceptual disequilibrium which motivated the organism to solve it.Gestalt theory is a holistic approach to education and it is synonymous to the term confluent education. The overarching goal of this theory is the development of the integrated whole persons meaning individual whose thoughts and deeds are one and the same. The stated purposed of gestalt is to develop the curriculum and methodology that would encompass the affective (emotional) and cognitive (intellectual) domains of learning and possibly facilitate their interplay or integration. This integration or confluence was postulated to be essential for significant and relevant learning. In order to achieve its aims, the emphasis in Gestalt education falls on modifying the hidden curriculum (the way things are done, not the information at hand) of classrooms. Its aim is to unify mind, body and spirit.Gestalt theory of learning have principles which are consisted of the following:1. The learner should be encouraged to discover the underlying nature of a topic or problem.2. Gaps, incongruities or disturbances are an important stimulus for learning.3. Instruction should be based from the laws of organization.Eller (1999) stated in his book that the task of the decision-making teacher is to discover ways of providing students opportunity to experience content. Gestaltists contend that such whole experiences will lend more thorough understanding of academic material. Human learning and perception according to Gestaltists are influenced by the ways stimuli are arranged and their arrangement may hold more meaning that the stimuli themselves. Furthermore, they mentioned about the important contribution of the Gestaltists. It is the idea that people get struck solving problems because they cannot change their problem-solving set. The new ways of looking at this problem afforded by thinking in three dimensions is called insight. Insight is arrived at differently by individuals. Knowing that individuals organized and interpret experiences differently can help teacher understand how students can draw such different conclusions from similar experiences. Research suggests that creative classrooms can enhance the cognitive development of students. Similarly, Ornstein (1990) said that it is important for teachers to understand the ways students learn and the components of critical and creative thinking. Learning is a reflective process, whereby the learner ether develops new insights and understanding or changes and restructures his/her mental process. The field and gestalt theories consider how individual perceives the learning environment or situation. They emphasize observational learning, imitation and modeling. Learning should be goal-oriented and focused. Teachers should discouraged students from memorizing fats and encourage them to focus on big ideas or concepts. New information is made more meaningful to student through relating it in a meaningful way to knowledge they already know. As conceived by Wertheimer, Koffka and Kohler, learning typically takes the form of an insight which s suddenly occurring reorganization of the field of experiences as when one has a new idea or discovers a solution to a problem. Motivation, according to Gestalt theorists, emerges from a dynamic psychological situation, characterized by a persons desire to do something. They are more likely to talk about success and failures as motivators, the former being the reward for completing an act. Success and failure are not merely achievements as such but represent the relationship between a persons ambition and his achievements. As such but represent the relationship between a persons ambition and his achievements. They also gave emphasis on the present situation. Furthermore, Biehler (1972) quoted:A teacher with Gestalt-field of orientation is concerned always with the problem of personal involvement that is, helping students to see a need to learn. The persona goal of students will always be relevant. He will try to help students rethink their goals and discard those which are trivial and whimsical. He will attempt to arrange the teaching-learning situation so the students will adopt goals entirely new to them.

Gestalt Teaching Methods and Approaches

Novak (1990) stated that there are several uses of concept mapping such as idea generation, design support, communication enhancement, learning enhancement and assessment. One of the powerful uses of concept maps is not only a learning tool but also an evaluation tool, thus encouraging students to use meaningful learning pattern. Concept maps are also effective in identifying both valid and invalid ideas held by students. On the other hand, problem solving according to Kutz (1991) is what you do when you do not know what to do. In problem-solving, there is a goal, that path to the goal is blocked and the solver is motivated to reach the goal. Moreover, Meiring (1980, cited by Villaflor, 1998) defined problem solving as a part of everyday life, sometimes creating anxiety and frustration and hard work in their solution, but also being a source of relaxation, satisfaction and mental stimulation.

Max WertheimerAlong with Kurt Koffka and Wolfgang Kohler, he was one of the principal proponents of Gestalt Theory which emphasized higher order cognitive processes in the midst of behaviorism. The focus of Gestalt Theory was the idea of grouping, i.e, characteristics of stimuli cause us to structure or interpret a visual field or problem n a certain way. The primary factors that determine grouping were: 1.) Proximityelements are grouped together according to their nearness. 2.) Similarityitems similar in some respect then to be grouped together, 3.) Closureitems are grouped together if they tend to completes some entity. 4.) Simplicityitems will be organized into simple figures according to symmetry, regularity and smoothness. The essence of successful problem-solving behavior according to him is being able to see the overall structure of the problem.Max Wertheimers discovery of the phi-phenomenon gave rise to the influential school of Gestalt psychology. In the latter part of his life, he directed much of his attention to the problem of learning. This research resulted in a book, called Productive Thinking. One of his greatest contributions is the Apparent Movement or Phi-phenomenon. According to him, it happens when we see one image move from one place to another, when physically there is no movement. The greatest impact of this discovery can be seen in its application in the movie camera. When a movie is being played on a cinema screen, it is actually the phi-phenomenon which is working. He explained this phi-phenomenon as being due to a tendency on the part of human mind to fill in the gaps.Max Wertheimer also tried to discover what is creative thinking or problem-solving thinking and how it takes place. He said we should avoid a piecemeal approach, not let our biases affect our thinking and should not blindly follow our habits. We should ensure that we are able to concentrate on discovering new rather that analyzing new form the already existing point of views. That is how we can become productive, creative thinkers.Max Wertheimer used gestalt principles in his book Productive Thinking towards education. He contrasted productive thinking form rote learning, for later was without understanding, rigid easily forgotten and could be applied in a limited fashion to other situations. When learner uses problem-solving, he learns with understanding using gestalt principles learning is flexible, remembered for a long time and can be applied to various other situations (transfer of training). To generate productive thinking, students should arrange and rearrange the problem in many ways until the solution emerges based on understanding.He considered thinking to happen in two ways: Productive thinking which involves solving a problem with insight. This is a quick insightful, unplanned response to situations and environmental interaction; and Reproductive thinking which is solving a problem with various experiences and what is already known.

Wolfgang KohlerHe is German but is known mostly as an American Psychologist because he worked in America. Kohers main contribution in the Gestalt School is his discovery of learning by insight. He conducted experiments on monkey and saw the monkeys were able to attain sticks together to reach far off objects which they thought was food. Kohler concluded that learning takes place by insight. Based on this observation, Kohler concluded that trial and error as a method of learning. He also postulated the concept of isomorphism which meant that there is a kind of cognitive map of the objects in the environments and this cognitive map helps in learning by insight. The map is the individuals perception about the world around him. This concept was called isomorphism by Kohler.He questioned Thorndikes conclusion that his animals learned mechanically through the selection of rewards and punishment (Hothersall, 1995). Kohler attempted to prove that animals arrive at a solution through insight rather that trial and error. His first experiments with dogs and cats involved food being placed on the other side of a barrier. The dogs and cats went right towards the food instead of moving away from the goal to circumvent the barrier like chimps that were presented with this situation. He used four chimps in his experiments, Chica, Grande, Konsul and Sultan. He described three properties of insight learning: first, insight learning is based on the animal perceiving the solution to the problem. Second, insight learning is not dependent on rewards. Third, once a problem has been solved, it is easier to solve a similar problem.Wolfgang Kohlers Insight Theory of Learning suggested that learning could occur by sudden comprehension as opposed to gradual understanding. This could occur without reinforcement and once it occurs, no review, training or investigations are necessary. Significantly, insight is not necessarily observable by another person.For human learning, he stated that we should teach children to discover relationships by giving them all data or simply have them rote learn in a piecemeal fashion. There should be an emphasis on self-discovery. Gestaltists have emphasized the problem solving aspect of behavior- spreading before the learner all the aspects of the situation- all the data which he will use to find a solution to the problem. According to him, there is a built-in satisfaction in problem solving alone.

Kurt KoffkaHe was an American psychologist but was born in Germany. Before setting permanently in the United States in 1928 as a professor at Smith, he taught at University of Wisconsin. His book Growth of the Mind was considered responsible for awakening much interest in Gestalt concepts. Koffkas concept of Field Theory was an important concept of Gestalt school. He distinguished between the geographical field and the field of experience. Geographical field is the actual environment while the field of experience is the mindset of the observer. Humans react to the field of experience and not to the geographical field. In his views, an individual tends to ignore the geographical field in face of the field of experience which dominates his understanding or perceptions,.Koffka believed that a lot of learning occurs by imitation, though he argued that it is not important to understand how imitation works, but rather to acknowledge that it is a natural occurrence. His book The Growth of the Mind is an attempt to apply the evidence supporting the gestalt point of view to the field of developmental psychology. In it, Koffka argued that the infants first experience is an organized wholes of relatively vague and undifferentiated figures perceived against a still less differentiated ground, rather that the blooming, buzzing confusion of William James classic formulation. This book did a great deal to shift the emphasis in educational theory and practice from rote learning to insight and understanding. In his book Principles of the Gestalt Psychology, he used the Gestalt point of view to bring together the large amount of work done by members of the gestalt group and their students, as well as work like Kurt Lewins, which took much of its original orientation form gestalt principles and further extended the range of application of gestalt theory. However, the books greatest contribution is the treatment of the topics of perception, on the hand and of learning and memory, on the other.Koffka (1963) stated in his book the problems involved in learning. According to him, the accomplishment of learning as a modification of behavior can be analyzed on its process side into three different constituent. (1) the arousal of a specific (the correct) process; (2) the trace of this process; and (3) the effect of this trace on later processes. He distinguished the two problems of learning: the problem of achievement, and the problem of memory. The problem of achievement refers to the formation and change of traces. Learning necessarily implies all three points is easy to demonstrate. If no new process ever occurred, there would be no learning. If the new process left no trace, a recurrence of the conditions would not lead to an improved performance and the same would be true if the trace failed to influence the newly aroused process. Furthermore, he defined learning as the modification of an accomplishment in a certain direction, consists in creating trace systems of a particular kind, in consolidation them, and in making them more and more available both in repeated and in new situations. This describes learning because available traces modify new processes and thereby achieve modification of behavior and accomplishment. He attempted to clarify the concept of memory trace. He said that when an experience terminates, its effect remains as a trace in the brain and affects future experiences. His Trace Theory proposes mechanism for learning in which neurological changes occur as connections are made in the brain. These changes called traces represent links between thought, ideas, concepts, images, etc. Repetition and uniqueness reinforce a trace. Thus, learning is a creation of traces. Traces group together to form maps. Instructional methods relating to repetition and to making items to be learned somehow distinctive to make learning (trace information) quicker and more lasting.

Foreign StudiesIn a case study made by Billings and Halsted (2005) concerning the application of gestalt principles to the teaching strategy of concept mapping in an effort to improve student understanding the picture of a patient with congestive heart failure (CHF), they found out that all students reported that they were extremely satisfied with the learning about the nursing care of the CHF patient through the use of concept maps. Furthermore, they also added that concept maps help them to think more critically and abstract. It also showed that the student grades on the cardiovascular exam dramatically improved.On the other hand, Keng (1996) compared the effectiveness of note-taking, outlining and concept mapping learning strategies on non-science students understanding of heat and temperature at Teachers College in Taiwan. The results revealed that students from the concept mapping learning strategy groups had the best reasoning skills. Furthermore, it also revealed that students who used either outlining or concept mapping learning strategy scored significantly better in the examination than those students who used only personalized note-taking strategy. The study of Markow and Lonning (1998) focused on the construction of pre-laboratory and post-laboratory concept maps. The research showed that it helped the students understand the concepts involved in the experiment they perform. Students also responded very positively toward the use of concept maps in the laboratory. They felt strongly that constructing pre-laboratory and post-laboratory concept maps helped them understand the conceptual chemistry of the experiment. Wienholts (1996) have also researched the effectiveness of concept mapping as an alternative form of instruction and assessment in an integrated mathematics/science/social studies elementary methods course at the University of Connecticut. It was found out that developing concept maps enhanced some students reflective processes enabling them to engage in a more meaningful learning process. In addition, some students gained a better understanding of how they, and others, thought about connecting concepts in integrated activities. Johnson (cited by Feliciano, 2007) conducted a study to ascertain the effect of concept mapping on the memory retention and understanding of ecology concepts of seventh grade science students of Texas Womans University. The result of the study showed that concept mapping helped students remember and assimilate ecology information. On the other hand, Olowa (2006) studied the effects of problem solving approaches on the problem solving ability of secondary school agricultural education. It was concluded that problem solving approach is more effective that subject-matter approach in increasing problem solving ability of the students. Flowers (1986) reported no significant differences in the short-term retention of subject matter when the problem-solving approach was compared to the subject matter approach. The problem solving approach was; however, effective in reducing achievement loss compared to the subject matter approach. Moreover, Johnstone and El-Banna (1996) (cited by Cuzzamu, 2007), hypothesized the clear relationship between the individuals ability to solve problems and the capacity of his working memory. The more data can be stored and processed simultaneously in the operative memory, the more complex the problems can be solved successfully. The ability and capacity to illustrated, visualized and represent information in a give problem in a meaningful way seems to be not only the initial step but also a major stumbling block in problem solving. Local LiteratureGestalt TheoryEvangelista (2004) stated in her book that the German term gestalt means configuration or pattern. This was founded by Max Wertheimer which is a school that maintained that psychology should study the whole pattern of behavior or the perception of an organized configuration. He stressed the fundamental principle that the whole is more than the sum of its parts. It was the overall pattern of any behavior which was more important to study than the specific aspects which made it up. This school made use of the introspection and observation methods. The Gestalt school contributed much to the understanding of learning, memory and problem-solving. Tianero (2003) discussed in his book that Gestalt considers the learner as having acquired attributes and skills from his previous experiences and learning. He perceives the learning situation as a whole and responds to the elements of the whole as being significant. He then organizes the pattern. Through insight, he learns to organize and reorganize stimuli to make sense of his world. Aquino, et. al (1985) mentioned that the common feature of this theory is that they assume that cognitive processes-insight, intelligence and organization-are fundamental characteristics of human response, present even in the simples perception of the environment. Human actions are marked by quality of human intelligence and capacity to perceive and to create relationships. This understanding of relationships steer mans actions. Its responses are shaped by his purposes, cognition and anticipation. Man learns only through his own responses, in part by reacting to selectively organized stimuli and in part by creating new organized wholes. Learning is essentially an active process of selecting and organizing. Moreover, they stated that according to the gestaltists, a persons response to a situation depends upon the way he perceives it. Perception is a critical factor in leaning. Learning occurs when field relationships are restructured and new patterns of relationships emerge. Vega (2004) discussed about the Theory of Configuration which is based on Gestalt Learning Theory. It holds that the transfer of training from one situation to another is the result of the application of the principle of configuration. Configuration refers to the unified or total pattern of organization of a learning situation so that the components lose their identity. The learner sees the learning situation as a whole, not the parts. Of each learning situation that the learner can see the relationship and similarities between two learning situations and hence, transfer of learning will take place. Bustos (1996) have also mentioned about the Theory of Configuration. According to her, transfer implies that what is learned in one situation can be shifted to another situation only when similarity of two situations is perceived by the learner. It is not the elements alone or the methods alone that condition transfer, according to this theory, but rather a combination of elements, teaching methods and the learners understanding of the situation. Based on this theory, there are certain significant factors that would affect such transfer in school. These are the mental ability of the learner, nature of the subject matter, attitudes and efforts of the learner, manner of teaching, facilities and background of the learner. Tulio (2010) stated that Gestalt is not much concerned with what students learn as much as how they learn it. For gestalt theorists, Knowledge is conceived as a continuous organization and rearrangement of information according to needs, purposes and meanings.Razon, et.al (1985) pointed out the implication of this learning theory. According to them, the role of the teacher is considerably broader that forming and strengthening connections. Her function is to organize the learning situation so that significant relations emerge and understanding of the material result. In so far as possible, the learning experience is so structured that the learner discovers and generalizes the relationships for himself. Generalization or overviews are aimed at more that the mastery of a particular data, and integration rather that the compartmentalization of subject matter is a desired learning outcome. An attempt is made to present the student with a variety of experiences so that he will come to understand the meaning and applicability of the new material and develop new insight as he goes along.

Gestalt Approaches and Methods in TeachingGarcia (1989) affirmed that conceptual approach stresses cognitive learning: the learning of the content or the acquisition of knowledge. It involves choosing and defining the content of a certain discipline to be taught through the use of big or pervasive ideas as against the traditional practice of determining content by isolated topics. Lardizabal, et. al (1991) said that the discovery approach is the process by which the children under subtle direction go through a logical process of observation, comparison and abstraction, generalization, and application. Instead of telling either by the teacher or a textbook explanation, self-discovery sets up learning situations whereby children are encouraged to explore a process or discover rules.

Max Wertheimer He had his doctoral degree from Oswald Kulpe at the University of Wurzburg as summa cum laude. Wertheimers best known book was Productive Thinking which was published posthumously by his son, Michael Wertheimer. He also described the insight learning of human beings. He described solutions to a geometric problem by children insightful and otherwise. Although a child may have tried several wrong approaches, a good solution was arrived at, according to Max when the child could see the essential structure of the problem situation (Tulio, 2010).

Wolfgang KohlerVega (2004) discussed about Kohlers Insight Theory. She said that Kohler believed that animals and human beings are both capable of seeing relationship between objects and events and act accordingly to achieve their ends. They have the power of looking into relationships involved in a problem and in coming up with a solution. In trying to solve the problem it involves understanding the problem first and this, Kohler calls insight. A classic demonstration of insight was conducted by Kohler using a chimpanzee. From this, he interpreted that insight involved a seeing of relations, a putting together of events that were internally presented. Studies further showed that the more intelligent and experiences, the more capable and individual is of gaining insight. Calderon (1998) stated that we are often confronted with similar difficult situations where we try one solution after another. There is an element of trial and error involved but insight and understanding are utilized to the maximum. The level of mental ability often plays a vital role in making cognitive learning effective and successful. He further discussed how it can be applied in the classroom. He gave solving a mathematical problem as an example. A student employs different solutions. Utilizing available data and insight and understanding, he finally arrives at a correct solution.

Local StudiesRespicio (2008) conducted a study on the effectiveness of concept mapping on the students achievement and attitude towards College Algebra. He found out that it was more effective tool than the chalk and board strategy in improving students achievement. He further recommended that concept mapping should be implemented in the classroom as a tool to enhance students cognitive, affective and psychomotor learning in College Algebra. Similarly, Cano (2005) investigated the effects of concept mapping on students achievement and attitude towards physics. She concluded that there are significant differences in the test results of students using concept mapping and concept mapping by group is more effective than constructing maps individually. In addition, students appreciated more the physics as a subject after exposure to concept maps and the students developed positive attitudes like objectivity, critical-mindedness, curiosity, intelligent-responsibleness and persistence. Consequently, Feliciano (2007) also studied the effectiveness of concept mapping in teaching basic subjects among grade four pupils and found out that with the use of this technique, learning was achieved by the students in the subjects of Mathematics, English and Science and MAKABAYAN. She also concluded that it is an effective strategy. In the same way, Garcia (2005) studied the use of concept mapping in teaching physics to college students. She concluded in her study that there was an improvement in the performance of the students after they were exposed in concept mapping approach.In addition, Ranay (1996) also studied the effectiveness of concept mapping in teaching selected topics in General Chemistry I and found out that concept mapping is an effective strategy in teaching Kinetic Molecular Theory. Students understand more and retain concepts better using concept mapping in their study. On the other hand, Villaflor (1998) studied the effect of problem solving approach on the Mathematics achievement of selected third year students and concluded that teaching with problem-solving approach was found to be effective in improving the students mathematics achievement. Consequently, San Jose (1998) also focused the emphasis of his study on the effects of problem-solving teaching approach on students problem solving ability and attitude towards Mathematics. He concluded in his study that students who were exposed to the problem-solving approach performed significantly better. Furthermore, it helped students understand the concepts better. Cuzzamu (2007) studied about the problem solving performance in Mathematics and working memory capacity as basis for proposed teaching strategies. He found out that there is a significant relationship between the working memory capacity and mathematics problem solving ability among students. Students had high performance because of their good working memory capacity. He further recommended that teachers should not fail in providing discovery to make learning more meaningful. Villanueva investigated the effectiveness of discovery approach as a method of teaching and concluded that it was more effective that traditional expository teaching methods in bringing about learning, retention and transfer, stimulating critical thinking and developing positive attitudes towards teachers and subject matter.

DISCUSSIONThis section will tackle about the answers to the problems stated by the researcher regarding the Gestalt Learning Theory. These answers are based on the related literatures and studies that have been gathered and presented as follows:

1. What is Gestalt Learning Theory?

1.1. Gestalt Theory is a holistic approach to education and it is synonymous to the term Confluent Theory. The stated purposed of gestalt is to develop the curriculum and methodology that would encompass the affective and cognitive domains of learning and possibly facilitate their interplay or integration. The emphasis of gestalt education falls on modifying the hidden curriculum.

1.2. It maintained that psychology should study the whole pattern of behavior or the perception of an organized configuration. It contributed much to the understanding of learning, memory and problem-solving, (Evangelista, 2004).

1.3. It assumes that cognitive processes are fundamental characteristics of human response, present event in the simplest perception of the environment. Human actions are marked by quality of human intelligence and capacity to perceive and to create relationships. Man learns only through his own responses, in part by reacting to selectively organized stimuli and in part by creating new organized wholes, (Aquino, et.al, 1985).

1.4. It considers the learner as having acquired attributes and skills form his previous experiences and learning. He perceives the learning situation as a whole and responds to the elements of the whole as being significant. He then organizes pattern. Through insight he learns to organize and reorganize stimuli to make sense of his world.

1.5. It is not much concerned with what students learn as much as how they learn it. For gestalt theorists, Knowledge is conceived as a continuous organization and rearrangement of information according to needs, purposes and meanings.

1.6. The principles of Gestalt Learning Theory are:1.6.1. The learner should be encouraged to discover the underlying nature of a topic1.6.2. Gaps, incongruities or disturbances are an important stimulus for learning 1.6.3. Instruction should be bases from the laws of organization

2. Who were the following Gestalt Theorists and what are their major contributions?2.1 Max WertheimerHe was one of the principal proponents of Gestalt Theory which, according to him, focuses on the idea of grouping. His major contributions are:a. Laws of OrganizationThese laws of organization are the factors that determine grouping. These include:

i. Law of Proximityelements are grouped together according to their nearness.ii. Law of Similarityitems similar in some respect then to be grouped together.iii. Law of Closureitems are grouped together if they tend to completes some entity. iv. Law of Simplicityitems will be organized into simple figures according to symmetry, regularity and smoothness. The essence of successful problem-solving behavior according to him is being able to see the overall structure of the problemThe essence of successful problem-solving behavior, according to him is being able to see the overall structure of the problem. b. Phi-Phenomenon/Apparent MovementIt happens when we see one image move from one place to another, when physically there is no movement. It is due to a tendency on part of human mind to fill in the gaps. The greatest impact of this discovery can be seen it its application in the movie camera. c. Creative Thinking or Problem SolvingHe tried to explain what is creative thinking or problem solving thinking and how it takes place. We should avoid a piecemeal approach, not let our biases affect our thinking and should not blindly follow our habits. We have to ensure that we concentrate on discovering new rather analyzing new form the already existing point of views. d. Productive ThinkingHe contrasted productive thinking from rote learning, for latter was without understanding, rigid, easily forgotten and could be applied in a limited fashion to other situations. To generate productive thinking, students should arrange and rearrange the problem in many ways until the solution emerges based on understanding.

2.2. Wolfgang Kohler He is German but is known mostly as American psychologists because he worked in America. His major contributions are:a. Insight Learning TheoryIt suggested that learning could occur by sudden comprehension as opposed to gradual understanding. This could occur without reinforcement and once it occurs, no review, training or investigations are necessary. The new way of looking at a persons problem is afforded by thinking in three dimensions called insight. Insight is arrived at differently by individuals. Knowing that individuals organized and interpret experiences differently can help teacher understand how students can draw such different conclusions form similar experiences, (Eller and Henson, 1999). Studies further showed that the more intelligent and experiences, the more capable an individual is of gaining insight, (Vega, 2004).There is an element of trial and error involved in problem solving situation but insight and understanding are utilized to the maximum. The level of mental ability often plays a vital role in making cognitive learning effective and successful, (Calderon, 1998).

b. Properties of Insight LearningBased on his experiments on cats and dogs upon questioning Thorndikes conclusion that animals learned mechanically through the selection of rewards and punishment (Hothersall, 1995), he postulated the properties of insight learning. Insight learning is based on the animal perceiving the solution to the problem. Insight learning is not dependent to rewards. Once a problem has been solved, it is easier to solve a similar problem.

c. Concept of IsomorphismThis holds that there is a kind of cognitive map of the objects in the environment, and this map helps in learning by insight. The map is the individuals perception about the world around him. When a problem is understood, performance of insightful learning leads to understanding and longer retention. d. Human LearningWe should teach children to discover relationships by giving them all data or simply have them rote learn in a piecemeal fashion. There should be an emphasis on self-discovery. He also emphasized the problem-solving aspect of behavior. Data are spread to the learner which he will use to find a solution to the problem. In addition, there is a built-in satisfaction in problem solving according to him. 3.3. Kurt KoffkaAn American psychologist but was born in Germany. His major contributions are:a. Concept of Field TheoryHe distinguished between the geographical field and the field of experience. Geographical field is the actual environment while the field of experience is the mindset of the observer. Humans react to the field of experience and not to the geographical field. b. Concept of Memory TraceKoffka said that when an experience terminates, its effect remains as a trace in the brain and affects future experiences. These changes called traces represent links between thoughts, ideas, concepts, images, etc. thus, learning is creation of traces. Traces form together to form maps. c. Growth of the MindThis book was considered responsible for awakening much interest in Gestalt concepts. It is an attempt to apply the evidence supporting the gestalt point of view to the field of developmental psychology. This book did a great deal to shift the emphasis in educational theory and practice form rote learning to insight and understanding.

d. Principles of Gestalt PsychologyIn this book, he brought together the large amount of work done by members of the gestalt group. However, the books greatest contribution is the treatment of the topics of perception and learning and memory.

3. How do the Gestalt Theorists define the following:3.1. Learninga. Learning is consists of the grasping of a structural whoel and not just a mechanistic response to a stimulus. b. Learning is a special problem of perception. Problem caused perceptual disequilibrium which motivated the organism to solve it. c. Human learning and perception are influenced by the way stimuli are arranged and their arrangement may hold more meaning than the stimuli themselves, (Eller, et.al, 1999).d. Learning is a reflective process, whereby the learner either develops new insights and understanding or changes or restructures his/her mental process. Gestaltists emphasized observational learning, imitation and modeling, (Ornstein, 1990). e. Learning typically takes the form of a insight which is suddenly occurring reorganization of the field of experiences as when one has a new idea or discovers a solution to the problem.f. Learning is the modification of an accomplishment in a certain direction, consist in creating trace systems of a particular kin, in consolidating them, and in making them more and more available for both in repeated and in new situations. This describes learning because available traces modify new processes and thereby achieve modification of behavior and accomplishment. The problems in learning include the problem of achievement and problem of memory, (Koffka, 1963).g. Learning is an active process of selecting and organizing. A persons response to a situation depends upon the way he perceives it. Perception is a critical factor in learning. h. The learner sees the learning situation as a whole. Of each learning situation that the learner sees the relationship and similarities between tow learning situations and hence, transfer of learning will take place, (Vega, 2004). Several factors that could affect this transfer of learning are mental ability of the learner, nature of the subject matter, attitudes and efforts of the learner, manner of teaching, facilities and learners background, (Bustos, 1996).

3.2. ThinkingIt is a response to a problem-situation processing for a solution. Insight to logical, structural factors is stressed instead of past experience or association with similar problems or trial and error types of solution, (Halsey, 1990). It happens in two ways: Productive thinking wherein we solve a problem with insight and this is a quick insightful response to situations and environmental interaction. Reproductive thinking is solving a problem with various experiences and what is already known, (Wertheimer).

3.3. MotivationIt emerges from dynamic psychological situation, characterized by a persons desire to do something. They are more likely to talk about success and failures as motivators, the former being the reward for completing an act. Success and failures not merely achievements as such but represent the relationship between a persons ambition and his achievement. They also gave emphasis on the present situation, (Biehler, 1972).

4. What methods and approaches in teaching are Gestaltists in nature?

4.1. Concept MappingA concept map can be used for idea generation, design support, communication enhancement, learning assessment and enhancement. It encourages students to use meaningful learning pattern. Concept maps are also effective in identifying both valid and invalid ideas held by students, (Novak, 1990). As Kohler viewed, active processing in the brain generated the mind or physiological processes in the brain were mirror image of mental events and vice versa. It depicts the cerebral cortex as mapping those gestalt fields of stimuliSeveral studies have been conducted to test the effectiveness of concept mapping in students achievement and learning. Billings and Halstead (2005) found that students were satisfied with leaning about the nursing care of the congestive heart failure patient through concept maps. There was also an increase in the students grades after using this method. Similarly, Keng (1996) concluded that students who used this has the best reasoning skills, the same way that Markow and Lonning (1998) concluded in their study that students gained a better understanding. Moreover, Weinholts (1996) found out that it enhances student reflective processes while Johnson (1997) concluded that it helps on memory retention and assimilation.Respicios (2008) research resulted into improving students achievement through using concept mapping. The same results were achieved by other researchers like Cano (2005), Feliciano (2007), Garcia (2005), and Ranay (1996). They all reported that concept maps contributed much to the enhancement of students achievement and attitude towards a subject matter.4.2. Problem Solving MethodProblem solving is a source of relaxation, satisfaction and mental stimulation, (Meiring, 1980). Studies on the effectiveness of this method have been conducted and it includes the following:Problem solving method is more effective that subject matter approach in increasing the problem solving ability of the students, (Olowa, 2006). Similarly, Flowers (1986) concluded that it is effective in reducing achievement loss. Moreover, it is also effective in improving students mathematics achievement, (Villaflor, 1998). It also helped students to understand the concepts and to perform better, (San Jose, 1998). Cuzzamu (2007) found out that students had high performance because of their good working memory capacity. It has also been found out that the more data can be stored and processed simultaneously in the operative memory, the more complex problems can be solved successfully, (cited by Cuzzamu, 2007). As Bustos (1996) discussed, the mental ability of the learner is one of the significant factor in the transfer of training/learning. As Kohler proposed, there should be an emphasis on the problem solving behavior of the students.4.3. Discovery ApproachThis approach is all about the process by which the children are encouraged to explore a process of discover rules under subtle direction, (Lardizabal, et. al, 1991). According to Kohler, we should always provide discovery for our students. Villaflor concluded in her study that it is more effective in bringing about learning, retention, transfer, stimulating critical thinking and developing positive attitudes. 4.4. Conceptual ApproachIt stresses cognitive learning and involves choosing and defining the content of a certain discipline to be taught through the use of big ideas, (Garcia, 1989). The focus, according to the gestalt theorists will be on the wholeness of the idea.

5. What are the implications of Gestalt Learning Theory in education?The role of the teacher is considerably broader that forming and strengthening connections. Her function is to organize the learning situation so that significant relations emerge and understanding of the material result. In so far as possible, the learning experience is so structured that the learner discovers and generalizes the relationships for himself. Generalization or overviews are aimed at more that the mastery of a particular data, and integration rather that the compartmentalization of subject matter is a desired learning outcome. An attempt is made to present the student with a variety of experiences so that he will come to understand the meaning and applicability of the new material and develop new insight as he goes along, (Razon, et.al, 1985).A teacher with Gestalt-field of orientation is concerned always with the problem of personal involvement that is, helping students to see a need to learn. The persona goal of students will always be relevant. He will try to help students rethink their goals and discard those which are trivial and whimsical. He will attempt to arrange the teaching-learning situation so the students will adopt goals entirely new to them, (Biehler, 1972).

CONCLUSIONBased on the literature and studies that have been gathered and on the discussion form the previous section, the researcher concluded the following:1. The Gestalt Learning Theory is all about perception, self-discovery, problem solving and memory. Its main thesis lies on the cognitive processes and student-centeredness of learning. It recognizes problem as the main stimulus in order for an individual to learn. A student has to discover the problem and see the relationships underlying in a certain situation for him to organize or map his ideas and discover for the solution through a thorough understanding and insight.2. Max Wertheimer focused primarily on perception, while Wolfgang Kohler turned his attention on learning, self-discovery, problem solving and insight. Kurt Koffka, on the other hand, gave emphasis to memory.3. Learning is a process by which a learner grasps the whole event and involves perception. When an individual understands the relationships between the situations, he will developed insight. Learning is acquired if an individual is able to use or modify the traces of this situation.4. Thinking happens when we recognize problem-solving situation and we work out this problem either through insight or past knowledge depending on how we perceive the situation.5. Motivation is the urge to do an act, and it can be caused by certain disturbing situations. It is about success and failures, success being the reward for doing an act.6. The methods and approaches in teaching which are Gestalt in nature are conceptual approach, discovery approach, problem solving method and concept mapping. These methods are proven to be effective and increase the students learning and memory retention. Moreover, these emphasize the student active involvement in the learning process.7. A gestalt-orientation of education emphasizes the students active involvement and discovering of concepts and ideas. The teacher will be the guide and provider of the data needed in order to solve for the solution of a learning situation. Moreover, it urges the application of learning into another situation.

RECOMMENDATIONBased on the conclusions derived by the researcher, the following recommendations are made:Students:1. Avoid rote memorization of facts as a way of learning instead; discover the deeper concepts lying in an academic material to ensure effective learning. 2. Ensure that what have been learned in the school will be fully understood so it can be used into another situation successfully. Teachers:1. Always provide discovery for the students to ensure a more effective and meaningful learning. 2. Use in their ways of teaching the methods and approaches which are Gestaltists in nature as a means of stimulating thinking skills of the students. 3. Make learning student-centered and make sure there is an active involvement from the learners. Future Researchers:1. Conduct a study on the effectiveness of these methods and approaches with regard to different subject matters. Furthermore, look for its relationship on the students achievement.

BIBLIOGRAPHY

A. BooksAquino, G. V. et. al, Educational Psychology, 1985Biehler, R.F Psychology Applied to Teaching, 1972Bustos, A.S. Psychological, Anthropological and Sociological Foundations of Education, 1996Calderon, J.F. Foundations of Education, 1998Eller B. et.al Educational Psychology for Effective Teaching, 1999Evangelista, L.L Introduction to Psychology, Revised Edition, 2004Garcia, M.B. Focus on Teaching, 1989Halsey, W.D Colliers Encyclopedica, 1990Koffka, K. Principles of Gestalt Psychology, 1963Kutz, R. Teaching Elementary Mathematics, 1991Lardizabal, A.S. Principles and Methods of Teaching, 1991Ornstein, A.C. Strategies for effective Teaching, 1990Tianero, W. Sr. Psychological, Sociological and Anthropological Foundations of Education, 2003 Travers, J.F, et.al Educational Psychology: Effective Teaching, Effective Learning, 1993Tulio, D.T. Foundations of Education, Second Edition, 2010Vega, V.A Psychological, Sociological and Anthropological Foundations of Education, 2004Wakefield, J.F Educational Psychology: Learning to be a Problem Solver, 1996

B. Journals Markow, P.G, et. al Usefulness of Concept Maps in College Chemistry Laboratories: Students Perception and Effects on Achievement Journal of Research in Science Teaching, 1998Novak, J.D. Concept Mapping: A Useful Tool for Science Education, Journal of Research in Science Teaching, 1990

C. Unpublished MaterialsBilings And Halstead, What Is Gestalt?, 2005Cano, M.C.N Concept Mapping: Its Effects on the Achievement and Attitude of Students toward Physics, 2005Cuzzamu, E. B. Problem Solving Performance in Mathematics and Working Memory Capacity: Toward Proposed Teaching Strategies, 2007Feliciano, N.G. The Effectiveness Of Concept Mapping In Teaching The Basic Subjects Among Grade Four Pupils Of Capas Gabaldon Elementary School, 2007Garcia, G. A. Concept Mapping And Physics Performance Of College Students, 2005Keng, H.T. A Comparative Study of Note-Taking, Outlining And Concept Mapping Learning And Concept Mapping Learning Strategies On National Taipei Teachers College Students Understanding Of Heat And Temperature, 1996Olowa, O. W. Effects of Problem Solving And Subject Matter Approach On The Problem Solving Ability Of Secondary School Agricultural Education, 2006Ranay, T. M.Effectiveness of the Use of Concept Mapping In Teaching Selected Topics in General Chemistry I, 1996Respicio, T.L. Concept Mapping: Its Effectiveness On The Students Achievement And Attitude Towards College Algebra, 2008San Jose, R.M. Effects Of Problem Solving Teaching Approach On Students Problem Solving Ability And Attitude Towards Mathematics, 1998Villaflor, N.G. The Comparative Effect Of Problem Solving Approaches On The Mathematics Achievement Of Selected Third Year Students Of Bacsil, National High School, 1998Weinholts, P.G. et. al, Concept Mapping By Pre-service Elementary Teachers: A Case Study Of The Effects Of An Integrated Methods Course, 1996

D. Internet Sourceshttp://www.zeepedia.com/read.php?gestalt_psychology_max_wertheimer_similarity_proximity_closure_history_and_systems_of_psychology&b=90&c=22 (History and systems of Psychology)

http://www.encyclopedia.com/topic/Max_Wertheimer.aspx (Wertheimer, Max)

http://www.muskingum.edu/~psych/psycweb/history/kohler.htm (Wolfgang Kohler (1887 - 1967))

http://www.lifecircles-inc.com/Learningtheories/gestalt/kohler.html (Theories of Learning in Educational Psychology)

http://en.wikipedia.org/wiki/Max_Wertheimer (Max Wertheimer)

http://www.lifecircles-inc.com/Learningtheories/gestalt/wertheimer.html (Max Wertheimer (1880-1943)Gestalt Learning Theory)http://www.instructionaldesign.org/theories/gestalt.html (Gestalt theory (Wertheimer)

http://nicefun.net/learning-theory-of-gestalt-vt2659.html (Learning Theory of Gestalt)http://learningtheories4101.pbworks.com/w/page/15911534/Gestalt%20Theory (Gestalt in the Classroom; SCED4101:Principles of Gestalt Theory)

http://www.lifecircles-inc.com/Learningtheories/gestalt/gestalttheory.html(Gestalt Learning Theory Overview)

http://gestaltlearningtheory.weebly.com/theory-application-learning-and-perceptions.html (Problem Solving & Insight)

http://www.creativitypost.com/psychology/are_you_smarter_than_an_apes_unclehttp://fac.hsu.edu/ahmada/3%20courses/2%20Learning/Learning%20Notes/10%20Gestalt%20Theory.pdf (Gestalt School on Learning)

http://encyclopedia2.thefreedictionary.com/Gestalt+Theory

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED171600&ERICExtSearch_SearchType_0=no&accno=ED171600 (On the Effectiveness of the Discovery Approach as a Teaching Method for Population Education. Population Education Research Utilization Monograph Series Number 1, Part 2. Authors:Arellano-Reyes, Ma. Felicitas;Villanueva, Carmelita L.)

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