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Learning Theories - Concept Map - Coggle Diagram
Learning Theories - Concept Map
Behaviorism
Leading / Seminial Authors
B.F. Skinner (1953) - operant conditioning; reinforcement
J.B. Watson (1913) - behaviorism as observable science
I. Pavlov (1927) - classical conditioning
Central Concepts
Stimulus-response relationships (Watson, 1913)
Classical conditioning - association-based learning (Pavlov, 1927)
Operant conditioning - reinforcement-driven learning (Skinner,1953)
Reinforcement and punishment shape behavior (Skinner, 1953)
Learning as observable behavior change (Watson, 1913; Ertmer & Newby, 2013)
Applied Instructional Methods
Direct instruction (Skinner, 1953; Ertmer & Newby, 2013)
Drill-and-practice activities (Skinner, 1953)
Programmed instruction (Skinner, 1953)
Mastery instruction (Skinner, 1953)
Behavioral learning objectives (Mager, 1962; Ertmer & Newby, 2013)
Suggested Technologies
Learning management system (LMS) quizzes (Ertmer & Newby, 2013)
Automated feedback tools (Skinner, 1953; Ertmer & Newby, 2013)
Gamified reward systems - points, badges (Skinner, 1953)
Flashcard and practice apps (Ertmer & Newby, 2013)
Adaptive practice software (Ertmer & Newby, 2013)
Assessment Strategies
Objective tests (e.g., multiple choice) (Skinner, 1953; Ertmer & Newby, 2013)
Performance checklists (Skinner, 1953)
Observable task completion (Watson, 1913; Skinner, 1953)
Frequency or accuracy tracking (Skinner, 1953)
Strengths
Clear, measurable learning outcomes (Ertmer & Newby, 2013)
Effective for procedural and skill-based learning (Skinner, 1953; Ertmer & Newby, 2013)
Easy alignment with assessment (Ertmer & Newby, 2013)
Supports consistent instructional design (Ertmer & Newby, 2013)
Limitations
Limited support for higher-order thinking (Ertmer & Newby, 2013)
Minimal focus on internal cognitive processes (Ertmer & Newby, 2013)
Over-reliance on extrinsic motivation (Ertmer & Newby, 2013)
Less effective for complex conceptual learning (Ertmer & Newby, 2013)
Cognitivsm
Leading / Seminal Authors
J. Piaget (1952) - schema theory; cognitive development
J. Bruner (1960) - discovery learning; spiral curriculum
R. Gagné (1965) - conditions of learning
U. Neisser (1967) - cognitive psychology foundations
R. Atkinson & R. Shiffrin (1968) - information processing model
D. Ausubel (1960) - meaningful learning; advance organizers
J. Sweller (1988) - cognitive load theory
A. Paivio (1991) - dual coding theory
Central Concepts
Learning as internal mental procesing (Neisser, 1967)
Thinking, memory, problem solving
Knowledge organized in schemas
Information Processing Model (Atkinson & Shiffrin, 1968)
Sensory memory
Working memory (limited capacity)
Long-term memory
Encoding and retrieval
Schema Theory (Piaget, 1952)
Prior knowledge activation
Assimilation and accomodation
Knowledge organization
Cognitive Load Theory (Sweller, 1988)
Intrinsic load
Extraneous load
Germane load
Metacognition (Driscoll & Burner, 4th ed.)
Self-regulation
Monitoring understanding
Strategy use
Meaningful Learning (Ausubel, 1960)
Advance organizers
Connecting new information to prior knowledge
Applied Instructional Methods
Activating prior knowledge (Ausubel, 1960)
Advance organizers (Ausubel, 1960)
Chunking (Atkinson & Shiffrin, 1968)
Worked examples (Sweller, 1988)
Guided practice (Gagné, 1965)
Concept mapping (Ausubel,1960)
Retrieval practice and mnemonics (Paivio, 1991)
Scaffolding (Bruner, 1960)
Suggested Technologies
Concept mapping tools (Ausubel, 1960; Driscoll & Burner, 4th ed.)
Spaced repetition apps (Atkinson & Shiffrin, 1968)
Interactive simulations (Driscoll & Burner, 4th ed.)
Multimedia aligned with cognitive load principles (Sweller, 1988)
Scaffolded LMS modules (Burner, 1960; Driscoll & Burner, 4th ed.)
Retrieval practice platforms (Paivio, 1991; Driscoll & Burner, 4th ed.)
Assessment Strategies
Concept maps (Ausubel, 1960)
Short-answer explanations (Driscoll & Burner, 4th ed.)
Think-aloud protocols (Driscoll & Burner, 4th ed.)
Reflection journals - metacognitive prompts (Driscoll & Burner, 4th ed.)
Application-based problem solving (Gagné, 1965)
Retrieval practice quizzes (Paivio, 1991; Driscoll & Burner, 4th ed.)
Strengths
Explains internal learning processes (Neisser, 1967)
Aligns with neuroscience research (Driscoll & Burner, 4th ed.)
Supports meaningful learning (Ausubel, 1960)
Emphasizes knowledge organization (Piaget, 1952)
Guides instructional design decisions (Driscoll & Burner, 4th ed.)
Limitations
Limited attention to social context (Ertmer & Newby, 2013)
Less emphasis on emotion and motivation (Ertmer & Newby, 2013)
Abstract processes difficult to measure directly (Ertmer & Newby, 2013)
May assume linear information processing (Ertmer & Newby, 2013)
Constructivism
Leading / Seminal Authors
J. Piaget (1952) - cognitive constructivism; schema development
L. Vygotsky (1978) - social constructivism; ZPD
J. Bruner (1960) - discovery learning
J. Dewey (1938) - experiential learning
Central Concepts
Knowledge Construction (Piaget, 1952)
Learners actively construct knowledge
Learning builds on prior experiences
Assimilation and accommodation
Social Constructivism (Vygotsky, 1978)
Learning occurs through social interaction
Zone of Proximal Development (ZPD)
Scaffolding
Language as a tool for learning
Discovery Learning (Bruner, 1960)
Inquiry-based exploration
Spiral curriculum
Guided discovery
Experiential Learning (Dewey, 1938)
Learning through authentic experience
Reflection on action
Real-world problem solving
Applied Instructional Methods
Problem-based learning (Dewey, 1938; Vygotsky, 1978)
Project-based learning (Dewey, 1938)
Inquiry-based learning (Bruner, 1960)
Collaborative learning (Vygotsky, 1978)
Socratic questioning (Bruner, 1960)
Scaffolding strategies (Vygotsky, 1978)
Case-based learning (Dewey, 1938)
Suggested Technologies
Discussion forums (Vygotsky, 1978)
Collaborative documents (Vygotsky, 1978)
Wikis (Bruner, 1960)
Simulation environments (Dewey, 1938)
Virtual labs (Dewey, 1938)
Project management tools (Driscoll & Burner, 4th ed.)
Video creation tools for reflection (Dewey, 1938)
Assessment Strategies
Authentic assessment (Dewey, 1938)
Portfolios (Driscoll & Burner, 4th ed.)
Peer assessment (Vygotsky, 1978)
Self-assessment and reflection (Dewey, 1938)
Performance-based tasks (Driscoll & Burner, 4th ed.)
Project presentations (Bruner, 1960)
Strengths
Promotes deep understanding (Piaget, 1952)
Encourages critical thinking (Bruner, 1960)
Supports collaborative learning (Vygotsky, 1978)
Aligns with real-world application (Dewey, 1938)
Enhances learner engagement (Driscoll & Burner, 4th ed.)
Limitations
May require structured scaffolding for novice learners (Driscoll & Burner, 4th ed.)
Time-intensive to implement (Driscoll & Burner, 4th ed.)
Difficult to standardize assessment (Driscoll & Burner, 4th ed.)
Requires strong instructor facilitation (Vygotsky, 1978)
References
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). Academic Press.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267–272.
https://doi.org/10.1037/h0046669
Bruner, J. S. (1960). The process of education. Harvard University Press.
Dewey, J. (1938). Experience and education. Macmillan.
Driscoll, M. P., & Burner, K. J. (2022). Psychology of learning for instruction (4th ed.). Pearson.
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.
https://doi.org/10.1002/piq.21143
Gagné, R. M. (1965). The conditions of learning. Holt, Rinehart & Winston.
Huang, J. (2023, October 24). Three learning theories review: Behaviorism, cognitivism, and constructivism [Course lecture video]. Sam Houston State University.
Neisser, U. (1967). Cognitive psychology. Appleton-Century-Crofts.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
https://doi.org/10.1037/h0084295
Pavlov, I. P. (1960). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Dover Publications. (Original work published 1927)
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
https://doi.org/10.1207/s15516709cog1202_4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158–177.
https://doi.org/10.1037/h0074428