Behaviorism, Cognitivism, Constructivism Learning Theories

Learning Theories

Behaviorism, Cognitivism, and Constructivism

Jean Piaget

John Dewey

John Watson

Theorists:John Watson, Edward Thorndike, Ivan Pavlov, B.F. Skinner, Albert Bandura, Robert Gagne, Robert Marzano

Theorists:Jean Piaget, Maria Montessori, Ralph Tyler, Hilda Taba, Jerome Bruner, Lev Vygotsky, Lawrence Kohlberg, Howard Garner, J.P Guilford, Charles Spearman, Reuven Feuerstein

Theorists:John Dewey, Jean Piaget, Lev Vygotsky, Phil Phenix, Robert Ennis, Matthew Lipman, Robert Sternberg

Constructivism

Cognitivism

Behaviorism

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Reference Page

Behaviorism

Role of memory: The behaviorism learning theory makes no endeavor to survey the psychological cycles fundamental for students to secure, hold, and review data (Clark, 2018). What this means is that memory is typically not addressed or used in this learning theory. Also, according to Hilda Taba that practice by itself does not really reinforce memory or learning shifts (Ornstein & Hunkins, 2017). The role of memory does not play a predominant part in the behaviorism theory, but rather it focuses on different stimuli and the responses to those stimuli. Effectively, one knows what to do when the stimuli are present.

How learning occurs: How learning occurs: In behaviorism, learning starts when a prompt from the outside circumstance is introduced, and the student responds to the boost with some sort of reaction to the circumstance (Clark, 2018). When this happens either, a negative of positive consequence is reinforced by the circumstance. For example, if a student knows that they will get a treat each time that they do well on a test or quiz; this means that they are most likely going to work or study hard in order to earn that treat as a positive reinforcement. If all of a sudden, a student stopped getting a treat every time that they did well on a test then there is a likelihood that they may not be motivated to do well. Part of that can also be connected to repetition due to the fact the incentive for doing well on a test is repeated which in essence a positive reinforcement and repetition can go hand in hand.

Characteristics: The characteristics associated with behaviorism are that it acquires new practices of learning and happens when an individual reacts well to some kind of outside motive or incentive (Clark, 2018). This means that one is influenced by positive or negative reinforcement based on behavior. In addition, the instruction needs to be coordinated so students can grasp and understand the topic and they depend on bit-by-bit, organized learning techniques along the way (Ornstein & Hunkins, 2017). Chunking parts will effectively help students or others understand and grasp the context.

Types of learning: One aspect of learning in the behaviorism learning theory is classical conditioning which is where a stimulus evokes a reaction to something Ornstein & Hunkins, 2017). This is where one is conditioned to have a feeling or associate a feeling with the stimulus. For example, a student who is harassed or bullied by others could associate school with fear because they have been conditioned to feel a certain way from the outside stimulus, which is school. Meanwhile, operant conditioning is a strategy for discovering that utilizes prizes and disciplines for conduct (Cherry, 2020). This focuses on reinforcement strategies through actions. For example, one might raise their hand to ask a question or make a comment and the teacher commends the student's pleasant demeanor then the student will most likely raiser their hand the next time because the student had a desired outcome. This means that one understands what the outcome will or will not be when evoked by the stimulus.

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Cognitivism

Role of memory: In the cognitivism structure, memory is distinguished between two areas with that being short term and long term memory. In short term memory it works deliberately or subliminally, holding inputs for roughly 30 seconds, during which an individual chooses whether recognized information is significant (Ornstein & Hunkins, 2017). What this means is that it is that a learner is acting or using the information present in that moment; for example, knowing or remember where one has placed their car keys could be considered a part of short term memory. As for long-term memory that is where "memory deals with two types of information: semantic (“the way the world is”) and procedural (“the way we do things”)" (Ornstein & Hunkins, 2017, p.103). Essentially long-term memory is infinite in this respect and can evolve from short-term memory to long-term memory. Using information that has been stored and gathered is long-term memory, like remembering what one did on their sixteenth birthday.

How learning occurs: In cognitive learning the student or learner is essentially the active participant in the process. Learning, guidance, and memory all assume fundamental parts in cognitivism. Students play a functioning job in looking for approaches to comprehend and handle data introduced to them (Clark, 2018). The learning needs to be meaningful and purposeful in order to attain the outcome. Using techniques like acronyms would be one way for a learner to develop and understand the content or material being presented. In addition, chunking information into parts would help the cognitive development instead of just frontloading a bunch of information all at once. The goal is to be able to build off what students already know and understand.

Characteristics: Cognitivism alludes to the investigation of the brain and how it gets, measures, stores data (Clark, 2018). The focus is on developing the short term and long-term memory through individual learning. In cognitivism, the student has to be able to organize and process the information in order to make sense of it. The environment plays a role in the learning process and is the controller of the learning process with the student being the active participant in the process. Essentially various sorts of undertakings will bring about various intellectual cycles (Nagowah & Nagowah, 2009). For example, learning to speak a language is a different process than having to learn to read or write which would require different processing skills needed to be used in order to discover progress or mastery. The more someone practices the more likely the person will develop an understanding.

Types of learning: According to Piaget, there are four stages to learning. The first stage of learning he called the sensorimotor stage, this occurs from age 0 to 2 years old and in this stage, infants are exploring the world using their senses like seeing and hearing along with their motor skills like touching or reaching. For example, an infant sees someone put their favorite toy in a box knows where it is located and will seek it out which means that they have basic awareness of their surroundings in that moment. An infant will then progress to the preoperational stage which is from ages 2 to 7 years old and kids get the capacity to address thoughts and to take part in mental symbolism (Clark, 2018). This is essentially, where they understand symbols or things that they are aware of and can make sense. For example, a child may understand what an airplane is therefore they may run around the room or outside with their arms stretched out while making a sound that might mimic an airplane. The next stage is the concrete operations stage, which is from ages 7-11, which is where children become ready to recognize another’s perspective and start utilizing consistent ideas to deal with details (Clark, 2018). At this particular stage, kids are more apt to understand more logic about certain things around them. An example, of this could be that every time a child who is around the neighborhood cat they get itchy eyes or sneeze profusely; hence the child understands that they have an allergic reaction every time they are near a cat. The final stage is called the formal operations stage, which is from ages 11 to adulthood and in this stage the individual gets can get a handle on formal and conceptual activities (Ornstein & Hunkins, 2017). At this point in the learning, they are able to use think creatively and decipher possible outcomes to certain situations. For example, in a story a student is able to draw a conclusion based upon what clues or evidence that are in the story to come up with a logical inference.

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Constructivism

Characteristics: The characteristics of constructivism is where one is effectively developed in the brain of the students with their encounters in the environment (Nagowah & Nagowah, 2009). In essence, a learner gains and gathers knowledge through experience and make sense or understanding of that knowledge. They can use their prior knowledge and use it to garnish new information. The purpose of constructivism is eventually take the knowledge acquired and then apply it. Much of the foundation of constructivism can be real life based where one can apply the concepts to situations in order to problem solve.

Role of memory: In the framework of constructivism, "memory" is consistently under development as an ongoing history of associations. Portrayals of encounters are not formalized or organized into a solitary piece of explanatory information and afterward put away in the head (Ertmer & Newby, 2013). What this means is that one can use what information that they have, understand, and apply it to the context of the problem or issue. The brain is a sponge and is perpetually adding and absorbing new information each step of the way to process. Another area of memory is metacognition where learners know about the interaction whereby they are acquiring and utilizing knowledge (Ornstein & Hunkins, 2017). For example, a student may be aware of what steps to use in order to find the answer to a math problem due to using some of their prior knowledge and understanding of the basic facts.

How learning occurs: Learning in the constructivism learning theory consists of a student-focused model, with student’s effectively developing significance to new data and educators encouraging learning by giving input and posing questions (Clark, 2018). The student is able to take their previous knowledge and experience and apply it to the problem or situation along with providing students a chance to take an active role in their learning while the teacher can serve as someone who tries to probe and encourage their thinking along the way. Learning will be improved when students know about the cycles that they are organizing, creating, and utilizing (Ornstein & Hunkins, 2017). Once a student has an understanding of their own thought process, they are able to use that information to create more meaning and help them identify what some of their strengths and weaknesses may be in the cycle of learning. For example, a student who may struggle with writing may use a thinking map as a way to formulate their ideas in a concise manner hence they are aware of what they need to effectively write an essay or paragraph. Each learner can implement a different approach that works for them based up what they know about themselves.

Types of learning: One area of learning that is significant in the constructivism learning theory is the incorporation of discovery learning. Through discovery learning in the constructivism learning theory, instead of introducing the data straightforward, educators give students the necessary information and materials fundamental for them to develop or find the substance exclusively or cooperatively (Clark, 2018). What this allows for is the teacher to take hands off approach to the learning and instead let the students explore and discover using what they already know about the topic. This type of learning promotes a problem solving approach and can work effectively within a collaborative setting where each student is able to develop their creativity as well as being an active participant in the process. This can be an effective approach to the learning process because it reinforces what a student is learning and then they are able to apply that learning to a situation or problem.

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References

Cherry, K. (2020). What is operant conditioning and how does it work? Verywell Mind. https://www.verywellmind.com/operant-conditioning-a2-2794863. Clark, K. R. (2018). Learning Theories: Behaviorism. Radiologic Technology, 90(2), 180–182. Clark, K. R. (2018). Learning Theories: Cognitivism. Radiologic Technology, 90(2), 176–179. Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2), 180–182. Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. Nagowah, L., & Nagowah, S. (2009). A Reflection on the Dominant Learning Theories: Behaviourism, Cognitivism and Constructivism. International Journal of Learning, 16(2), 279–285. https://doi-org.lopes.idm.oclc.org/10.18848/1447-9494/CGP/v16i02/46136 Ornstein, A.C. Hunkins, F.P. & (2017). Curriculum: Foundations, principles, and issues. Seventh edition. Pearson Education, Inc.

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