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.