Behaviorism theory
According to the theory of behaviorism, learning occurs by linking stimuli and responses. Knowledge is
independent, and it becomes cemented by way of punishments and rewards. These ideas of positive
and negative reinforcement, which may be natural consequences or implemented by another, are
effective tools for learning and behavior modification. Behaviorism focuses on observed actions, the
conditions under which they are performed, and the reinforcement of desired behaviors. A change in
performance is evident after the learning process, and the outcome is measured in terms of being able
to demonstrate a specific new behavior.
Learning Through Association
Classical conditioning suggests that learning occurs when an association is formed
between a previously neutral stimulus and a naturally occurring stimulus
Ivan Pavlov, a natural stimulus (food) was paired with the sound of a bell. The dogs
would naturally salivate in response to food, but after multiple associations, the
dogs would salivate to the sound of the bell alone.
In classical conditioning:
Learning occurs by forming associations between naturally occurring stimuli and a
previously neutral stimulus
The neutral stimulus must occur immediately before the naturally occurring one
Cognitivism
: This theory of learning is grounded in the work of Jean Piaget, which states that learning occurs
through the processing of information internally rather than merely responding to an external stimulus.
Learning is a result of processing and reorganizing information within a matrix of previously acquired
information. Cognitivism places the focus on the individual's thought processes and has the teacher
emphasize reflecting on experiences with metacognition, thinking about their thinking. The behavioral
change seen here is a result of learning which occurs after the inner workings of thinking based on the
new information or knowledge received. The learning process encompasses both acquisition and
reorganization of cognitive entities.
. Piaget’s Theory of Cognitive Development
First, he focuses exclusively on children; Second, he talks about development and
Third, it’s a stage theory, not a linear progression theory
Schemas: The building blocks of knowledge.
Adaptation processes: These allow the transition from one stage to another. He
called these: Equilibrium, Assimilation and Accommodation.
Stages of Cognitive development: Sensorimotor; Preoperational; Concrete
Operational; Formal Operational.
Children develop Schemas of knowledge about the world. These are clusters of
connected ideas about things in the real world that allow the child to respond
accordingly.
Piaget’s Stages of Cognitive Development
The Sensorimotor Stage runs from birth to 2 years and the child spends their
time learning basic Schemas and Object Permanence (the idea that something still
exists when you can’t see it
The Preoperational Stage runs from 2 years to 7 years and the child develops
more Schemas and the ability to think Symbolically (the idea that one thing can
stand for another; words for example, or objects). At this point, children still
struggle with Theory of Mind (Empathy) and can’t really get their head around the
viewpoints of others.
The Concrete Operational Stage runs from 7 years to 11 years and this is the
Stage when children start to work things out in their head rather than physically in
the real world. They also develop the ability to Conserve (understand that
something stays the same quantity even if it looks different).
Constructivism:
It is based on the premise that individuals learn by constructing new ideas, and an understanding of the
world is based on prior knowledge and experiences. Knowledge is built by adapting new information
through the lens of previous experience. Constructivism focuses on the internal thinking of an individual,
like cognitivism, but makes no assumptions on how concepts will be manipulated or what links will be
made. Since the basis of learning is placed on making connections and creating ideas from prior
knowledge, these mental representations are very subjective, and each individual will have a unique
construction of knowledge.
Students need to have a prior base of knowledge for constructivist approaches to be
effective.
Bruner’s spiral curriculum
is a great example of constructivism in action.
As students are constructing their own knowledge base, outcomes cannot always be
anticipated, therefore, the teacher should check and challenge misconceptions that
may have arisen. When consistent outcomes are required, a constructivist approach
may not be the ideal theory to use.
Connectivism:
This newer educational learning theory is grounded in the notion that learning is through the formation
of connections between each other as well as their roles, hobbies, and other aspects of life. Therefore
learning is the ability to traverse and construct these networks. Connectivism builds on the ideas of
cognitivism, but in this theory, learning does not reside only within an individual, but rather also within
and across a network of individuals. A "community of practice" has connectivism as its theoretical
underpinning. Knowledge can reside outside the individual, but learning focuses on organizing and
locating specialized information that may be decentralized from an individual.
Humanism:
This theory is closely related to constructivism and adult learning theory, and states that learning is a
natural desire with the ultimate goal of achieving self-actualization.[6] Individuals function under needs
that begin from those basic physiological needs of survival and culminate at self-actualization, which
rests at the pinnacle of this hierarchy. All humans strive for self-actualization, which refers to a state
wherein one feels that all their emotional, physical, and cognitive needs have been fulfilled. Humanistic
learning theory emphasizes the freedom and autonomy of learners. It connects the ability to learn with
the fulfillment of other needs (building on Maslow's hierarchy) and the perceived utility of the
knowledge by the learner.
