Learning Theories
COGNITIVISM
BEHAVIORISM
CONSTRUCTIVISM
List of knowledge
The key elements are the stimulus, the response, and the association between the two
Behaviorism focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement are more likely to recur in the future.
Learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus.
List view of learning
generalizations (defining and illustrating concepts)
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Ivan Pavlov (1897)
John B.Watson (1913)
chaining (automatically performing a specified procedure).
List theory inform instruction
Use of reinforcement to impact performance [tangible rewards, informative feedback]
Use of cues, shaping and practice to ensure a strong stimulus-response association [simple to complex sequencing of practice, use of prompts]
An emphasis on producing observable and measurable outcomes in students [behavioral objectives, task analysis, criterion-referenced assessment]
B.F Skinner (1936)
discriminations (recalling facts)
List view of learning
Help learn new thing faster
Enhances comprehension
Improve problem-solving skills
List of knowledge
Implicit learning
Explicit learning
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John R.Bandura
Aaron T.Beck
Albert Bandura
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Use of hierarchical analyses to identify and illustrate prerequisite relationships [cognitive task analysis procedures]
Emphasis on structuring, organizing, and sequencing information to facilitate optimal processing [use of cognitive strategies such as outlining, summaries, synthesizers, advance organizers, etc.]
Emphasis on the active involvement of the learner in the learning process [learner control, metacognitive training (e.g., self-planning, monitoring, and revising techniques)]
Meaningful learning
list view of learning
Cooperative learning
Self reflection
Group work
List of knowledge
the internal representation of knowledge is constantly open to change; there is not an objective reality that learners strive to know.
Knowledge emerges in contexts within which it is relevant. Therefore, in order to understand the learning which has taken place within an individual, the actual experience must be examined
Learners do not transfer knowledge from the external world into their memories; rather they build personal interpretations of the world based on individual experiences and interactions
List the scholar/expert
Lev Vygotsky (1896-1980)
Jerome Bruner (1961)
Jean Piaget (1896-1980)
List theory inform instruction
An emphasis on learner control and the capability of the learner to manipulate information [actively using what is learned].
The need for information to be presented in a variety of different ways [revisiting content at different times, in rearranged contexts, for different purposes, and from different conceptual perspectives].
An emphasis on the identification of the context in which the skills will be learned and subsequently applied [anchoring learning in meaningful contexts].
Idea generating
Idea organizing