learning theories
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LEARNING THEORIES
Behaviourist theory
Constructivist theory
Situated learning
Behaviourist theory
Its main influences were
Ivan Pavlov, who investigated classical conditioning
John B. Watson (1878-1958) who rejected introspective methods and sought to restrict psychology to experimental laboratory methods.
B.F. Skinner, sought to give ethical grounding to behaviorism, relating it to pragmatism.
Behaviourist theory
Behaviourist Theory maintains a focus on the
change in observable behaviours as the
manifestations of learning.
Thus the theory states that is learning is the
acquisition of new behaviour through
conditioning
Behaviourist theory
The means of conditioning is achieved in
two ways namely, classical and operant.
Operant conditioning is where there is
reinforcement of a behaviour by a reward
or punishment. Reinforcement is any
means of increasing the likelihood that an
event will be repeated.
Behaviourist theory
Classical conditioning is where the
behaviour becomes a reflex response to
stimulus. For example Dogs who were fed
continuously by persons in lab coats
reacted as if food was on its way
whenever they saw a lab coat
Characteristics
Behaviourist believes:
Learning is manifested by a change in behaviour
Environment shapes behaviour ( nurture)
Contiguity and reinforcement are integral to the learning process. Contiguity describes how close in time two events must be for a bond to be formed and Basic laws of learning are the same for all animals whether dogs or humans.
Implications: Learning environment
Behaviourist view learning as a change in behaviour, therefore educators arrange the environment to get desired responses through:
Behavioural objectives
Competency based education
Skill development and training
Constructivist theory
Constructivism is a synthesis of multiple theories diffused into one form. It is the assimilation of both behaviorialist and cognitive ideals.
The “constructivist stance maintains that learning is a process of constructing meaning; it is how people make sense of their experience”
Characteristics of the Constructivist theory
Constructivist believe that:
Peoples construct their own understanding of the world through experiencing things and reflecting on these experiences.
When learners encounter something new, they reconcile it with previous knowledge and experiences. In the end they may change what they believe , or they may discard the new information as irrelevant.
Implications: Learning environment
The teacher acts as a facilitator and guide in helping the students to become active participants in their learning. Thus enabling them to make the connection between prior knowledge and new knowledge.
The teacher helps the student to construct knowledge rather than reproduce a series of facts.
Implications: Learning environment
The teacher provide tools such as problem
solving and inquiry based learning
activities so that student can formulate
and test their ideas, and draw their own
conclusions.
Situated Learning
Situated Learning Theory, created by Jean Lave and Etienne Wenger as a model of learning in a community of practice, advances that learning is involuntary and situated within authentic activity, context, and culture.
Simply put, situated learning is learning that takes place in the same context in which it is applied.
Situated Learning
Situated learning is related to Vygotsky’s notion of learning through social development
Regular classroom learning activities involve:
1) Abstract knowledge which is in and out of context,
Characteristics
Lave argues that learning is situated; that is, It occurs normally (unintentional rather than
deliberate)
It is embedded within activity
It is embedded within context and
It is embedded within culture.
Lave and Wenger (1991) call this unintentional learning a process of “legitimate peripheral participation” or LPP
Implications
Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge.
Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviours to be acquired.
Implications
As the beginner or novice moves from the
periphery of a community to its center, he
or she becomes more active and engaged
within the culture and eventually assumes
the role of an expert.
Learning activity: Constructivist theory
Students will go on a nature walk and will
be encourage to choose a hibiscus flower.
They will be guided by the teacher in
taking apart the flower then they will
examine and name the different parts.