Comparing Learning Theories

Behaviorism, Cognitivism, Constructivism & Humanistic

2-3-2020

Juan C Collazo B
Universidad politécnica de aguascalientes
Comparing Learning Theories: Behaviorism, Cognitivism, Constructivism & Humanistic
Behaviorism Cognitivism Constructivism Humanistic
Comparison
Among
L. Theories
John Dewey Abraham Harold
List of Key B.F. Skinner Jean Piaget Jerome Bruner Maslow
Theorists Ivan Pavlov Robert Merrill Lev Carl Rogers
Edward Gagne Vygotsky James F.T Bugental
Thorndike Lev Seymour Papert
John B. Watson Vygotsky
· Learning is an active Learning is an active
Role of Learners are basically Learners process, store & process in which process/pupils participate
Learners passive, just retrieve learners actively in Learning activities
responding information for later use - construct new ideas or - Pupils determine the
to stimuli. creating concepts based upon learning
associations and creating a their current/past materials, method of
knowledge set useful for living. knowledge, social learning,
The learner uses the information interactions & motivation quantity of learning & values
processing approach to transfer affect the construction. - making a right or wrong
and assimilate new information. choice is entirely the pupils’
responsibility
·Instructor designs the · Educators focus on - facilitator and organiser to
Role of learning environment. Instructor manages problem making motivate pupils to use their
Teachers ·Instructor shapes solving & structured search connections between own learning strategy to
child’s activities, especially with group facts achieve self-perfection
behaviour by positive/ learning strategies. & fostering new - be aware of pupils’ need
negative reinforcement. · Instructor provides understanding in students. help pupils to acquire
·Teacher presents the opportunities Instructors tailor their knowledge
information & then for students to connect new teaching strategies to - guide pupils so that their
students demonstrate information to schema. student responses and potentials can be develop to
that they understand encourage students to the optimal level
the analyse, interpret & - create non-threatening
 material. predict environment / condition
Students are assessed information. - teaching and learning
primarily through tests. Teachers also rely heavily strategy should be designed
on open-ended questions to follow individual needs
and promote extensive and
dialogue among students. emotional development
· Constructivism calls for - teaching and learning
the activities should be related
elimination of a to
standardized curriculum. actual life experience to
instil
values of living skills among
pupils
- school provide opportunity
for pupils to discover
themselves and master
reflective thinking skill to
access their own self and to
acquire the ability for self
discipline
Behaviourism is a theory ofCognitivism focuses on the ―brain‖.Constructivism focuses on Humanism focuses
Key animal and human learningHow humans process and store how learners construct their onrecognising human
Concepts that only focuses on information was very important in theown meaning. They ask capabilities in areas such as
objectively observable process of learning. questions, develop answers creativity, personal growth and
behaviours and discounts and interact and interpret the choice.
mental activities. Behaviour environment. 1. Main concept: Human
theorists define learning as · Schema - An internal knowledge By doing these things, they nature basically good &noble.
nothing more than the structure. incorporate new knowledge 2. Theory of hierarchical
acquisition of new New information is compared to with prior knowledge to create needs is basically the
behaviour. existing cognitive structures new meanings. motivation theory in
called "schema". 1. Multiple perspectives and humanistic psychology.
Schema may be combined, Representations of 3.Main core: Theory of Self-
Experiments by extended or altered to concepts & content r Actualization:
behaviourists identify accommodate new information. presented& encouraged. 4. Education development
conditioning as a · Three-Stage Information 2. Goals and objectives are should be ―pupil-centred‖.
universal learning process.Processing Model – input first derived by the student or - Teaching emphasized on
There are two different types
enters a sensory register, then is in negotiation with the individual potentials rather
of conditioning, each processed in short-term memory, teacher or system. than reading materials.
yielding a different and then is transferred to long- 3. Teachers serve in the role - Meaningful & useful learning
behavioural pattern: term of guides, monitors, coaches, experiences. Fostering of
1.Classic conditioning memory for storage and retrieval. tutors& facilitators. true, sincere &mutual trust
occurs when a natural o Sensory Register - receives between teacher &
reflex responds to a input pupil.
stimulus. The most from senses which lasts from less
popular example is than a second to four seconds
Pavlov's observation that and
dogs salivate when they then disappears through decay or
eat or even see food. replacement. Much of the
Essentially, animals and information never reaches short
people are biologically term memory but all information is
"wired" so that a certain monitored at some level and
stimulus will produce a acted
specific response. upon if necessary.
2.Behavioral or operant o Short-Term Memory (STM) -
conditioning occurs sensory input that is important or
when a response to a interesting is transferred from the
stimulus is reinforced. sensory register to the STM.
Memory can be retained here for
up to 20 seconds or more if
rehearsed repeatedly. Short-term
memory can hold up to 7 plus or
minus 2 items.STM capacity can
be increased if material is
chunked into meaningful parts.
o Long-Term Memory & Storage
(LTM) - stores information from
STM for long term use. Long-term
memory has unlimited capacity.
 Some materials are "forced" into
LTM by rote memorization
and over learning.
Deeper levels of processing such
as generating linkages between
old and new information are much
better for successful retention of
material.

How Does Skinner Piaget Constructivism promotes a Bugental (1976)

Learning · Known for operant · Human intelligence & biological more open-ended learning - Human experiences
Take conditioning organisms function in similar ways. experience where the psychology are different
Place · A stimulus is provided They are both organized systems methods and results of from
· A response is generated. that constantly interact with the learning are not easily animals
· Consequence to the environment. measured and may not be the- Main team of research
response is present. · Knowledge is the interaction same for each learner. follow
·Type of consequence is between the individual and the Piaget closely to the aim of
present. environment. · All knowledge is a human meaningful human living.
· Reinforcement is · Cognitive development is the construction. - study of human behaviours
provided which could be growth of logical thinking from · The learner starts with a cover subjective internal
positive or negative. infancy to adulthood. blank slate. process & explicit
Pavlov Vygotsky · Not logical thinking. behaviours.
· Known for classical Vygotsky’s components of Cognitive 1. Learning is an internal - Humanistic psychology is
conditioning. Development: process that occurs in the base on psychology theory
· A spontaneous reaction · Mastering symbols of the culture mind of the individual. & application of psychology.
that occurs automatically and developing the cultural 2. Cognitive conflict is - Basic consideration is
to a particular stimulus. forms of reasoning. essential to the learning emphasize on individual
· To alter the ―natural‖ · Complex functions begin as social process. differences.
relationship between a interactions between individuals; -
stimulus & a reaction gradually acquire meaning and
was viewed as a major are internalized by the learner. Research based on the
breakthrough in the · Speech and other symbols are first idea
study mastered as a form of of contribution which will
of behaviour. communication and eventually change human living to be
Thorndike structure & manage a child’s come meaningful, peaceful
· Thorndike concluded thatthinking. &
animals learn, solely, by · Zone of Proximal Development well being.
trial & error, or reward focuses on interactive problem Rogers’s view on
and punishment. solving. education
- All learning involves the - pupils participate actively in
formation of connections, learning activities.
and connections are - Pupils take their own
strengthened according initiative
to the law of effect. and involve themselves fully
Intelligence is the ability to in learning activities then
form connections and learning result attained
humans are the most would
evolved animal because be optimal.
they form more
connections than any
other being.

- The "law of effect" stated

that when a connection
between a stimulus and
response is positively
rewarded it will be
strengthened and when it is
negatively rewarded it will
be weakened. Thorndike
later revised this "law" when
he found that negative
reward, (punishment) did not
necessarily weaken bonds,
and that some seemingly
pleasurable consequences
do not necessarily motivate
 performance.
Relevance Identify possible Cognitivists believe learners As opposed to an objective - stresses the importance
to reinforcers by observing develop learning through receiving, approach to learning, of
Educationalbehaviours of learners storing and retrieving information. constructivism is more developing individual
Technology/· Select Stimulus With this idea, it is important for open-ended in expectation potentials
Implications· Identify and describe instructional designers to thoroughlywhere the results and even - strategy & method for
the analyse & consider the appropriate the methods of learning teaching & learning should
terminal objective – tasks needed in order for learners tothemselves are not easily be orientated towards
observable behaviour effectively & efficiently process the measured and may not be pupil-
· By a process of shaping information received. consistent with each learner. centred
& smaller steps achieve Likewise, designers must consider the · Case-Based Learning - individual teaching
goals relevant learner characteristics that will
· Authentic situations method
· Mastery learning is an promote or impede the · Multiple cases to build - inquiry-discovery
eg cognitive processing of information. cognitive flexibility - practical approach
ff behavioural approach · Do task analysis & learner analysis· Social interactions, - enrichment and remedial
· Behaviourism still · Create tests collaborations activities
continues to play a large · Create learning materials · Assessment of activity
role in motivation, according to any one of the · Shift teachers role to
classroom management, Instructional Design Models scaffolding, modelling,
and special education coaching of learners.
needs. · Experiences are critical
· Advance organizers
- in teaching & learning the
role of the teacher is an
advisor,facilitator, planner,
motivator and assistant
- the most suitable method
is to use cooperative and
collaborative model
- pupil’s knowledge &
awareness are important
factors that influence the
process of cognitive
development
Possible · Instructional cues to · Explanations · Modelling - Individual learning
Learning elicit · Demonstrations · Collaborative Learning - group activity with teacher
Activities correct response · Illustrative examples · Coaching as
· Practice paired with · Gestalt Theory · Scaffolding facilitator.
target stimuli · Matched non-examples · Problem-Based - inquiry-discovery (science-
· Reinforcement for · Corrective feedback Learning observing the life cycle of a
correct · Outlining · Authentic Learning frog)
responses · Mnemonics · Anchored Instruction - discussion
· Building fluency (get · Dual-Coding Theory · Cognitive Flexibility - brainstorming
responses closer and · Chunking Information Hypertexts - problem solving
closer to correct · Repetition · Object-based Learning - simulation
response) · Concept Mapping
· Multiple opportunities/ · Advanced Organizers
trials (Drill and practice) · Analogies
· Discrimination (recalling · Summaries
facts) · Keller's ARCS Model of
· Generalization (defining Motivation
and illustrating concepts) · Interactivity
· Associations (applying · Synthesis
explanations) · Schema Theory
· Chaining (automatically · Metaphor
performing a specified · Generative Learning
procedure) · Organizational strategies
· Elaboration Theory