Learning Theories Javier franco Grand canyon university edu-522
index
What are Learning Theories?
Behaviorism
Cognitivism
Constructivism
Learning theories are frameworks that describe how information is absorbed, processed, and retained during learning. These theories help explain the mechanisms behind learning and provide strategies for enhancing educational practices.In the field of education, there are three major theories in which most learning is based: Behaviorism Cognitivism Constructivism
What are Learning Theories?
Behaviorism
Major Theorist: Howard Thorndike
Is considered the founder of behavioral psycology. Developed the three major laws of learning:
- Law of Readiness
- Law of Exercise
- Law of Effect
Characteristics
In behaviorism, the three laws built by Thorndike, dictate the learning process. The Law of Readiness is based on the nervous system., when it is ready to conduct positive results await the learner. For example, a student who is eager to learn about a particular subject will engage more actively and take in information more effectively compared to a student who is not interested or is distracted. The Law of Exercise is based on the use of repetition, drills, repetition and is used today in many basic instructional approaches. In many scenarios, rewards and punishments are utilized. The Law of Exercise originally comprised two components: the Law of Use and the Law of Disuse. The Law of Use states that connections between a stimulus and a response are strengthened with practice or repeated use(as mentioned before) and The Law of Disuse states that connections between a stimulus and a response weaken when the association is not used or practiced. The Law of Effect—responses accompanied by satisfaction strengthen the connection; responses accompanied by discomfort weaken the connection.
Strengthening: Positive outcomes (rewards or satisfaction) reinforce the behavior, making it more likely to occur in the future.
Weakening: Negative outcomes (punishments or discomfort) discourage the behavior, making it less likely to occur in the future.
Role of Memory
In behaviorism, “memory is based on the formation of habits after recurring experiences” (Davis, et al., 2008). The use of punishment and rewards will shape how learners remember and develop certain behaviors. Therefore, association can be connected because the learning will connect positive and negative stimuli with the previous experiences occurred. For example, in an elementary level many teachers celebrate learning with simple rewards such as candy to students, this triggers and trains the memory of students to assimilate the expectation of the reward in exchange of the effort and academic performance. This type of behavior also allows to understand the background and difference between our students.
Genially
How Learning Occurs
In behaviorism, learning occurs through operant conditioning which leads to rewarding or punishing behavior. This behavioral approach suggests that new behaviors or changes in behaviors are acquired through associations between stimuli and responses. In this learning process, the learner is a blank slate who must be provided the experience whether positive or negative depending on the expected result. Interactions with the environment are primarily driven by the principles of conditioning, with the influence of theorists such as Ivan Pavlov and his classic example of making the dogs salivate.
Types of Learning
The completion of “Tasks” is very common in behaviorism. Some examples of task-oriented learning activities include:
• Listing (brainstorming, fact finding)- creative problem-solving technique used to generate a wide range of ideas or solutions in a group setting. It encourages open and free thinking, the focus is on generating a large number of ideas, with the belief that more ideas increase the chances of finding a good solution.
Genially
• Ordering and sorting (sequencing, ranking, classifying, categorizing)- This task promotes general organization which allows easier access over the length of the task.
• Comparing (matching, finding similarities and differences)-This allows the finding of pros and cons as well as determining the correct fit, based on the topic at hand.
Types of Learning Part 2
The completion of “Tasks” is very common in behaviorism. Some examples of task-oriented learning activities include:
Genially
• Problem solving (analyzing real and hypothetical situations, reasoning, decision making)- This is the task that promotes the real-world experiences that in many cases are very necessary. Whether independent or in a group setting, the presented scenarios will promote critical thinking.
• Sharing personal experiences (narrating, describing, exploring, explaining)- sharing personal experiences allows others to reflect upon an already occurred event and create expectations for a particular situation.
Leonhart, K. (2023)
Major Theorists- Cognitivism
Benjamin Bloom's Taxonomy
Maria Montessori
Montessori maintained that children develop at different rates. Some are more coordinated than others and more mature in their thinking and social relationships. Except in extreme cases, such differences are normal. Some children need additional encouragement and support in certain areas of growth; others need it in other areas.
- Remembering
- Understanding
- Appliyng
- Analizing
- Evaluating
- Creating
Lev Vigotski
Jean Piaget
cultural and psychological functions must be considered in historical context. People’s thoughts, language, and methods of solving problems must be considered within the historical context of the person’s lifetime.
Presented the most comprehensive theory of cognitive development stages; Sensorimotor, Preoperational, Concrete operations and Formal operations.
Howard Gardner
Gardner outlines nine types of intelligence: (1) verbal/linguistic, (2) logical/mathematic, (3) visual/spatial, (4) bodily/kinesthetic, (5) musical/rhythmic, (6) interpersonal, (7) intrapersonal, (8) naturalistic, and (9) existential.
Characteristics
Cognitive knowledge serves a practical function by enabling the development of plans and goals, thereby mitigating adverse outcomes. This perspective centers on the mental processes involved in learning and the mechanisms of memory storage. Supported by a robust research foundation, it informs scholarly endeavors. Various environmental factors are integral to the learning process. Explanations, examples, and demonstrations serve as guides for effective learning. Emphasizing the importance of meaningful learning, it assists students in organizing and connecting new information with existing knowledge. The learner is viewed as an active participant in information processing, involved in recording and structuring information.
Role of Memory
Memory is an essential cognitive function that permits individuals to acquire, retain, and recover data that defines a person’s identity (Zlotnik and Vansintjan, 2019).
Therefore, according to cognitivism, learners actively engage in understanding and processing new information by connecting it with their existing knowledge stored in memory. Memory is a central focus in cognitivism, with particular interest in the processes and conditions that enhance memory, which are essential for understanding how learning occurs. Human information processing is akin to that of computers, involving the transformation, storage, processing, and retrieval of information from memory.
How Learning Occurs
Cognitive theories put forward the belief that the nuanced processes underpinning learning must be understood and prioritised. This means thinking about how information is received, organized, stored, and retrieved by the mind.
Therefore, in cognitivism, the focus extends beyond the learner's actions to include an understanding of their existing knowledge and the mechanisms through which they acquire it. The learner is viewed as an active participant, engaging in mental activities that involve internal coding and structuring of information. For example: The student actively seeks to understand how algebraic equations work. They might ask questions, seek examples, and try to relate the new concept to what they already know about basic arithmetic. This mental process ore connecting the dots will embrace this new knowledge and turn it into structural knowledge which will be mentally analyze and organize to create steps to follow, very interesting really.
Types of Learning
This theory just like behaviorism, focuses on reasoning and problem solving. However, cognitivism will focus on the mental process necessary to drive the learning process.
- Sensorimotor stage-In this stage, children explore and learn about the world through their sensory experiences
- Preoperational-Characterized by the development of language and learning through imaginative play.
-
- Concrete Operations-Children start to apply logical thinking but still percieve the world in a very logical manner.
- Formal Operations-Children begin to use deductive reasoning and can comprehend abstract and hypothetical concepts.
Constructivism: Major theorists
John Dewey
Lev Vygotsky
Promoted experimental education, "learning by doing". Stressed the importance of active participation in the learning process.
Vygotsky (1978) believed that community plays a central role in the process of “making meaning.” For Vygotsky, the environment in which children grow up will influence how they think and what they think about. Vygotski used this analysis create "social constructivism.
Jerome Bruner
Jean Piaget
Emphasized learning by discovery and the important of having a structured learning enviroment.
Combined with Cognitivism, Piaget argued that knowledge is constructedin the mind with the experiences of the world.
Characteristics
• Highlights the active role of learners in constructing their own understanding, hence the students in charge of their own learning. • Learners reflect on their experiences and develop mental representations, for example reflective journals or analytical experiences. • Integrates new knowledge into pre-existing schemas, for example in math moving in levels of algebra. • Learning involves both active engagement and reflection. • Knowledge is uniquely and individually constructed.
Role of Memory
Rather than focusing on the retrieval of encoded schema, memory in constructivist theory is centered on prior knowledge. Memories are created by connecting prior knowledge to current learning contexts (Davis, et al., 2008). For example, learners connect information by connecting previous knowledge and make connections using differences and similarities. This proccess involves active reflection, by "connceting the dots" they can emcode and retrieve information more effectively.
How Learning Occurs
In constructivism, learning occurs by the persons personal experiences, these provide a solid concept of retention in the learner.
Although social interacrions are important, it cannot form knowledge from the ouside. Just like, we can hear advice but still carry on with our desicions.
In summary, learning in constructivism is an active, reflective, social, and contextual process where learners build on their prior knowledge, engage in meaningful tasks, collaborate with others, and apply their understanding to new situations.
Learners create their own meaning by combining their personal experiences with their interactions and hands on experiences.
Types of Learning
Constructivist theory best explains the types of learning through social learning tasks that involve collaboration, creativity, and problem-solving. Many theorists suggest class discussions, peer tutoring, and cooperative learning as effective ways for students to participate in constructivist learning activities. Learning has to be interactive, with dialogue amongs peers and in cooperative fashion.Constructivist learning is particularly suited for large and complex concepts, whereas lower-level tasks are more aligned with cognitivist learning theory.
References
Cherry, K. (2022, November 7). What is behaviorism? In D. Susman (Ed.). Retrieved from Behaviorism: Definition, History, Concepts, and Impact (verywellmind.com)McLeod, S. (2024, February 1). *Behaviorism in psychology*. Reviewed by O. Guy-Evans. Behaviorism In Psychology (simplypsychology.org) Ornstein AC, Hunkins FP. Curriculum [BibliU]. 7th ed. Pearson Education; 2017. [Cited 2024 Jul 17]. Available from: https://bibliu.com/app/#/view/books/9780134058801/epub/OPS/xhtml/fileP7000499583000000000000000000EB7.html#page_109 Briceño V., Gabriela. (2019). Cognitivism. Recovered on 23 February, 2024, de Euston96: https://www.euston96.com/en/cognitivism/ Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on memory: overview and summary. Frontiers in human neuroscience, 17, 1217093. https://doi.org/10.3389/fnhum.2023.1217093 McLeod, S. (2024, February 1). Constructivism learning theory & philosophy of education. Reviewed by O. Guy-Evans. Constructivism Learning Theory & Philosophy of Education (simplypsychology.org)
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Learning Theories Javier franco Grand canyon university edu-522
index
What are Learning Theories?
Behaviorism
Cognitivism
Constructivism
Learning theories are frameworks that describe how information is absorbed, processed, and retained during learning. These theories help explain the mechanisms behind learning and provide strategies for enhancing educational practices.In the field of education, there are three major theories in which most learning is based: Behaviorism Cognitivism Constructivism
What are Learning Theories?
Behaviorism
Major Theorist: Howard Thorndike
Is considered the founder of behavioral psycology. Developed the three major laws of learning:
Characteristics
In behaviorism, the three laws built by Thorndike, dictate the learning process. The Law of Readiness is based on the nervous system., when it is ready to conduct positive results await the learner. For example, a student who is eager to learn about a particular subject will engage more actively and take in information more effectively compared to a student who is not interested or is distracted. The Law of Exercise is based on the use of repetition, drills, repetition and is used today in many basic instructional approaches. In many scenarios, rewards and punishments are utilized. The Law of Exercise originally comprised two components: the Law of Use and the Law of Disuse. The Law of Use states that connections between a stimulus and a response are strengthened with practice or repeated use(as mentioned before) and The Law of Disuse states that connections between a stimulus and a response weaken when the association is not used or practiced. The Law of Effect—responses accompanied by satisfaction strengthen the connection; responses accompanied by discomfort weaken the connection. Strengthening: Positive outcomes (rewards or satisfaction) reinforce the behavior, making it more likely to occur in the future. Weakening: Negative outcomes (punishments or discomfort) discourage the behavior, making it less likely to occur in the future.
Role of Memory
In behaviorism, “memory is based on the formation of habits after recurring experiences” (Davis, et al., 2008). The use of punishment and rewards will shape how learners remember and develop certain behaviors. Therefore, association can be connected because the learning will connect positive and negative stimuli with the previous experiences occurred. For example, in an elementary level many teachers celebrate learning with simple rewards such as candy to students, this triggers and trains the memory of students to assimilate the expectation of the reward in exchange of the effort and academic performance. This type of behavior also allows to understand the background and difference between our students.
Genially
How Learning Occurs
In behaviorism, learning occurs through operant conditioning which leads to rewarding or punishing behavior. This behavioral approach suggests that new behaviors or changes in behaviors are acquired through associations between stimuli and responses. In this learning process, the learner is a blank slate who must be provided the experience whether positive or negative depending on the expected result. Interactions with the environment are primarily driven by the principles of conditioning, with the influence of theorists such as Ivan Pavlov and his classic example of making the dogs salivate.
Types of Learning
The completion of “Tasks” is very common in behaviorism. Some examples of task-oriented learning activities include:
• Listing (brainstorming, fact finding)- creative problem-solving technique used to generate a wide range of ideas or solutions in a group setting. It encourages open and free thinking, the focus is on generating a large number of ideas, with the belief that more ideas increase the chances of finding a good solution.
Genially
• Ordering and sorting (sequencing, ranking, classifying, categorizing)- This task promotes general organization which allows easier access over the length of the task. • Comparing (matching, finding similarities and differences)-This allows the finding of pros and cons as well as determining the correct fit, based on the topic at hand.
Types of Learning Part 2
The completion of “Tasks” is very common in behaviorism. Some examples of task-oriented learning activities include:
Genially
• Problem solving (analyzing real and hypothetical situations, reasoning, decision making)- This is the task that promotes the real-world experiences that in many cases are very necessary. Whether independent or in a group setting, the presented scenarios will promote critical thinking.
• Sharing personal experiences (narrating, describing, exploring, explaining)- sharing personal experiences allows others to reflect upon an already occurred event and create expectations for a particular situation.
Leonhart, K. (2023)
Major Theorists- Cognitivism
Benjamin Bloom's Taxonomy
Maria Montessori
Montessori maintained that children develop at different rates. Some are more coordinated than others and more mature in their thinking and social relationships. Except in extreme cases, such differences are normal. Some children need additional encouragement and support in certain areas of growth; others need it in other areas.
Lev Vigotski
Jean Piaget
cultural and psychological functions must be considered in historical context. People’s thoughts, language, and methods of solving problems must be considered within the historical context of the person’s lifetime.
Presented the most comprehensive theory of cognitive development stages; Sensorimotor, Preoperational, Concrete operations and Formal operations.
Howard Gardner
Gardner outlines nine types of intelligence: (1) verbal/linguistic, (2) logical/mathematic, (3) visual/spatial, (4) bodily/kinesthetic, (5) musical/rhythmic, (6) interpersonal, (7) intrapersonal, (8) naturalistic, and (9) existential.
Characteristics
Cognitive knowledge serves a practical function by enabling the development of plans and goals, thereby mitigating adverse outcomes. This perspective centers on the mental processes involved in learning and the mechanisms of memory storage. Supported by a robust research foundation, it informs scholarly endeavors. Various environmental factors are integral to the learning process. Explanations, examples, and demonstrations serve as guides for effective learning. Emphasizing the importance of meaningful learning, it assists students in organizing and connecting new information with existing knowledge. The learner is viewed as an active participant in information processing, involved in recording and structuring information.
Role of Memory
Memory is an essential cognitive function that permits individuals to acquire, retain, and recover data that defines a person’s identity (Zlotnik and Vansintjan, 2019).
Therefore, according to cognitivism, learners actively engage in understanding and processing new information by connecting it with their existing knowledge stored in memory. Memory is a central focus in cognitivism, with particular interest in the processes and conditions that enhance memory, which are essential for understanding how learning occurs. Human information processing is akin to that of computers, involving the transformation, storage, processing, and retrieval of information from memory.
How Learning Occurs
Cognitive theories put forward the belief that the nuanced processes underpinning learning must be understood and prioritised. This means thinking about how information is received, organized, stored, and retrieved by the mind.
Therefore, in cognitivism, the focus extends beyond the learner's actions to include an understanding of their existing knowledge and the mechanisms through which they acquire it. The learner is viewed as an active participant, engaging in mental activities that involve internal coding and structuring of information. For example: The student actively seeks to understand how algebraic equations work. They might ask questions, seek examples, and try to relate the new concept to what they already know about basic arithmetic. This mental process ore connecting the dots will embrace this new knowledge and turn it into structural knowledge which will be mentally analyze and organize to create steps to follow, very interesting really.
Types of Learning
This theory just like behaviorism, focuses on reasoning and problem solving. However, cognitivism will focus on the mental process necessary to drive the learning process.
- Preoperational-Characterized by the development of language and learning through imaginative play.
-Constructivism: Major theorists
John Dewey
Lev Vygotsky
Promoted experimental education, "learning by doing". Stressed the importance of active participation in the learning process.
Vygotsky (1978) believed that community plays a central role in the process of “making meaning.” For Vygotsky, the environment in which children grow up will influence how they think and what they think about. Vygotski used this analysis create "social constructivism.
Jerome Bruner
Jean Piaget
Emphasized learning by discovery and the important of having a structured learning enviroment.
Combined with Cognitivism, Piaget argued that knowledge is constructedin the mind with the experiences of the world.
Characteristics
• Highlights the active role of learners in constructing their own understanding, hence the students in charge of their own learning. • Learners reflect on their experiences and develop mental representations, for example reflective journals or analytical experiences. • Integrates new knowledge into pre-existing schemas, for example in math moving in levels of algebra. • Learning involves both active engagement and reflection. • Knowledge is uniquely and individually constructed.
Role of Memory
Rather than focusing on the retrieval of encoded schema, memory in constructivist theory is centered on prior knowledge. Memories are created by connecting prior knowledge to current learning contexts (Davis, et al., 2008). For example, learners connect information by connecting previous knowledge and make connections using differences and similarities. This proccess involves active reflection, by "connceting the dots" they can emcode and retrieve information more effectively.
How Learning Occurs
In constructivism, learning occurs by the persons personal experiences, these provide a solid concept of retention in the learner.
Although social interacrions are important, it cannot form knowledge from the ouside. Just like, we can hear advice but still carry on with our desicions.
In summary, learning in constructivism is an active, reflective, social, and contextual process where learners build on their prior knowledge, engage in meaningful tasks, collaborate with others, and apply their understanding to new situations.
Learners create their own meaning by combining their personal experiences with their interactions and hands on experiences.
Types of Learning
Constructivist theory best explains the types of learning through social learning tasks that involve collaboration, creativity, and problem-solving. Many theorists suggest class discussions, peer tutoring, and cooperative learning as effective ways for students to participate in constructivist learning activities. Learning has to be interactive, with dialogue amongs peers and in cooperative fashion.Constructivist learning is particularly suited for large and complex concepts, whereas lower-level tasks are more aligned with cognitivist learning theory.
References
Cherry, K. (2022, November 7). What is behaviorism? In D. Susman (Ed.). Retrieved from Behaviorism: Definition, History, Concepts, and Impact (verywellmind.com)McLeod, S. (2024, February 1). *Behaviorism in psychology*. Reviewed by O. Guy-Evans. Behaviorism In Psychology (simplypsychology.org) Ornstein AC, Hunkins FP. Curriculum [BibliU]. 7th ed. Pearson Education; 2017. [Cited 2024 Jul 17]. Available from: https://bibliu.com/app/#/view/books/9780134058801/epub/OPS/xhtml/fileP7000499583000000000000000000EB7.html#page_109 Briceño V., Gabriela. (2019). Cognitivism. Recovered on 23 February, 2024, de Euston96: https://www.euston96.com/en/cognitivism/ Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on memory: overview and summary. Frontiers in human neuroscience, 17, 1217093. https://doi.org/10.3389/fnhum.2023.1217093 McLeod, S. (2024, February 1). Constructivism learning theory & philosophy of education. Reviewed by O. Guy-Evans. Constructivism Learning Theory & Philosophy of Education (simplypsychology.org)