Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 1 The three major theories of learning: Behaviourism, Cognitivism and Constructivism. Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 2 Abstract Learning theories provide a conceptual framework for interpreting the examples of learning that are observed and they direct our attention to those variables that are crucial in finding solutions. These learning theories (Behaviourism, Cognitivism and Constructivism) provide structured foundations for planning and conducting instructional design activities and they have had significant influence on the thinking and approaches used by proponents in this field of study. The information presented provides the reader with a comparison as well as contrast of these three different viewpoints and illustrates how these differences might be translated into practical applications in an early childhood setting. Keywords: Schemata Tabula rasa Ever-changing Reinforcement Cultural Dynamic Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 3 The three major theories of learning: Behaviourism, Cognitivism & Constructivism Webster’s Dictionary defines learning as “the act of one that learns; knowledge of skill acquired by instruction or study; modification of a behavioural tendency by experience”.
Vygotsky (1978, p. 90) sustained "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. “ What this mean is that learning is a process that contributes to the development of higher order thinking. According to his view, learning moves from an initial state based on guided learning, to a later independent learning, by going through the Zone of Proximal Development. He described this concept 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, 1978, p. 86). In other words, it is the distance between what a child is capable to do alone and what he/she could do with the direction of an adult.
Results: to assess costs vs. benefits of training programs, i.e., organizational impact in terms of reduced costs, improved quality of work, increased quantity of work, etc. B. CIPP Model (1987) 1. Context: obtaining information about the situation to decide on educational needs and to establish program objectives 2. Input: identifying educational strategies most likely to achieve the desired result 3. Process: assessing the implementation of the educational program 4.
According to B.F Skinner learning and motivation to learn are caused by external forces. Through his studies he concluded that when a behavior is followed by a consequence it is more likely (or less if negative) to occur again. This theory has made me
Each stage is characterised by an overall structure and a sequence of development which occurs within this structure. According to Piagetian theory, these structures consist of "schemas", which are essentially, ways of organising experience. According to Piaget, schemas are the primary component of intelligent behaviour. These schemas adapt through a continuous process of "assimilation" and "accommodation," in an endeavour to attain "equilibrium" which is essentially balance. Assimilation is the process of adapting new experiences to fit into existing schemas.
He was conducting research on the salivation reflex in dogs, recording how much salivated each time they were fed. He noticed that they started salivating before they were fed. The dogs salivated as soon as they heard the door open, signalling the arrival of food. The dogs had come to associate the sound of the door with food. They had learned a new stimulus response of salivation whenever the door was opened.
Whenever you here thunder, there is danger of a lighting strike. There are positive (protons) and negative (electrons) charges in the clouds of a thunderstorm caused by ice, hail, and rain drops. During the storm these charges separate. The positive charges form at the top and negative charges form in the middle and at the bottom. Positive and negative charges are attracted to each other and as they travel through the air the electric current causes a spark, which is lightning.
Theories of learning: behaviourist, gestalt, cognitive, humanistic LO2 Understand the impact of learning styles on learning by individuals. 2.1 Explain different factors that can influence the effectiveness of learning. Influences: motivation, environment, culture, communication, past experience 2.2 Explain concepts of learning style. Learning style: visual, aural, tactile, kinaesthetic; activist, reflector, pragmatist, theorist. 2.3 Assess own preferred learning style.
Section A Briefly describe an approach of your choice. BEHAVIOUR THERAPY A brief introduction to behavior therapy The term behaviour therapy is very often interchanged with behaviour modification. Behaviour modification can be defined as “the attempt to alter human behaviour and emotion in a beneficial manner according to the laws of modern learning theory”. Contemporary behavior therapy can be divided into four areas of development and these are: (1) classical conditioning, (2) operant conditioning, (3) social learning theory and (4) cognitive behavior therapy (Corey, 2009). The therapeutic process Goals are of fundamental importance in behavior therapy.
Motivational Climate Ames (1992) described achievement motivation as concerning goal directed behaviour. How individuals approach, engage in and respond to achievement activities. It also addresses the reasons why individuals engage in such activities. Ames suggests that adaptive motivational patterns assist long-term participation and personal investment in learning activities. Motivation can