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LEARNING THEORY - Coggle Diagram
LEARNING THEORY
Behaviorism
View of knowledge
also known as behavioral psychology, is a theory of learning which states all behaviors are learned through interaction with the environment through a process called conditioning. Behavior is simply a response to environmental stimuli.
Behaviorism is only concerned with observable stimulus-response behaviors, as they can be studied in a systematic and observable manner
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View of learning
Since the behaviorism theory emphasizes behavior, then interesting activities will encourage students to be actively involved in the teaching and learning processes in the classroom. Teachers need to play a role by carrying out interesting and fun activities to strengthen the relationship between stimuli and responses. Rewards for good response and reinforcement should be given to students to help them enjoy balanced development in terms of intellectual, spiritual, emotional and physical.
Scholar/expert
Ivan Pavlov(1890) Russian physiologist- Pavlov is best known for his contribution to the theory of behaviorism mostly through his work in classical conditioning or stimulus substitution. Ivan Pavlov was researching salivation in dogs in response to being fed
In his experiment, before conditioning, ringing the bell caused no response from the dog. Placing food (unconditioned stimulus) in front of the dog enabled it to salivate (unconditioned response) because it natural or not learned. During conditioning, the bell (conditioned stimulus) was rung a few seconds before the dog was presented with food. After conditioning, the ringing of the bell alone produced salivation (conditioned response) 
Classical conditioning involves learning to associate an unconditioned stimulus that already brings about a particular response with a new stimulus, so that the new stimulus brings about the same response
BF Skinner (1938) is regarded as the father of Operant Conditioning. Operant conditioning referred to as instrumental conditioning, is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes an association between a particular behavior and a consequence
Skinner showed how positive reinforcement worked by placing a hungry rat in his Skinner box. The box contained a lever on the side, and as the rat moved about the box, it would accidentally knock the lever. Immediately it did so a food pellet would drop into a container next to the lever.
The rats quickly learned to go straight to the lever after a few times of being put in the box. The consequence of receiving food if they pressed the lever ensured that they would repeat the action again and again.
Skinner showed how negative reinforcement worked by placing a rat in his Skinner box and then subjecting it to an unpleasant electric current which caused it some discomfort. As the rat moved about the box it would accidentally knock the lever. Immediately it did so the electric current would be switched off. The rats quickly learned to go straight to the lever after a few times of being put in the box. The consequence of escaping the electric current ensured that they would repeat the action again and again.
According to this principle, behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated.
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Cognitivism
View of learning
The learners according to cognitivists are active participants in the learning process. They use various strategies to process and construct their personal understanding of the content to which they are exposed. Students are not considered anymore as recipients that teachers fill with knowledge, but as active participants in the learning.
Scholar/expert
Jean Piaget's (1936) the first psychologist that makes a systematic study of cognitive development. Jean Piaget's theory of cognitive development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of intelligence
Concrete Operational Stage(7-11 years) Piaget considered the concrete stage a major turning point in the child's cognitive development because it marks the beginning of logical or operational thought. This means the child can work things out internally in their head. Children can conserve numbers (age 6), mass(age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even though its appearance changes.
Preoperational Stage (2-7 years) During this stage, young children can think about things symbolically. This is the ability to make one thing- a word or an object-stand for something other than itself. Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others.
Formal Operational Stage(11 years and over) The formal operational stage begins at approximately age eleven and lasts into adulthood. During this time, people develop the ability to think about abstract concepts, and logically test hypotheses
Sensorimotor Stage (Birth-2 years) The main achievement during this stage is object permanence-knowing that an object still exists, even if it is hidden. It requires the ability to form a mental representation (a schema) of the object
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View of knowledge
Cognitive information processing is based on the thought process behind the behavior. The theory is based on the idea that humans process the information they receive, rather than merely responding to stimuli. Cognitive information processing is used when the learner plays an active role in seeking ways to understand and process information that he or she receives and relate it to what is already known and stored within memory
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Constructivism
View of learning
Knowledge will be shared between teachers and students, teachers and students will share authority, the teacher's role is one of a facilitator or guide, learning groups will consist of small numbers of heterogeneous students, learning is more interactive because building on what the student already knows, student-centered and students work primarily in groups.
Scholar/expert
Lev Vygotsky (1896-1934) was a Russian psychologist whose sociocultural theory emphasizes the importance of culture and interaction in the development of cognitive abilities
Vygotsky’s best-known concept is the Zone of Proximal Development (ZPD). The ZPD has been defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers. Vygotsky stated that learners should be taught in the ZPD. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.
For example, the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all), but was able to solve it following interaction with the father, and has developed competence at this skill that will be applied to future jigsaws
Educators often apply these concepts by assigning tasks that students cannot do on their own, but which they can do with assistance; they should provide just enough assistance so that students learn to complete the tasks independently and then provide an environment that enables students to do harder tasks than would otherwise be possible. Teachers can also allow students with more knowledge to assist students who need more guidance. Especially in the context of collaborative learning, group members who have higher levels of understanding can help the less advanced members learn within their zone of proximal development.
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View of knowledge
Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner. Constructivism believes in the personal construction of meaning by the learner through experience, and that meaning is influenced by the interaction of prior knowledge and new events.
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