Theories of Teaching and Learning - Article Example

Theories of Teaching and Learning Name Institution Date Theories of Teaching and Learning Introduction Learning theories are defined as theoretical frameworks that explain the way information is processed, retained and absorbed during teaching and learning. Environmental, emotional and cognitive influence, along with earlier experience play an important part in the way a worldview or understanding is changed or acquired and how skills and knowledge are retained. Behaviorism and constructivism are two important learning theories that try to explain how learning occurs. Behaviorism theory of learning view learning as an element of conditioning and advocates a scheme of targets and rewards in education. Constructivism theory view the ability of the learner to learn being dependent to a great degree on what the learner already understands or learns , and that the attainment of knowledge must be a personally tailored procedure of construction (Rogers, & Freiberg, 2007). Differences between behaviorism and constructivism learning theories that contain diverse perspectives and views Behaviorism and constructivism are psychological learning theories that attempt to explain the way a student learns. Both theories explains the nature of studying and the nature and properties of knowledge but they have different views and perspectives detailing the way learning takes place and the way knowledge may be explained. Behaviorism focuses on learning via observation and behaviorists deem that persons require reinforcement as a positive stimulus for appropriate deeds and reprimand for blunders and mistakes. According to behaviorism theory, the environment shapes learner’s behavior and the process of learning should be comprised of small steps (Duchesne et al., 2013). Constructivism views learning as a procedure, where novel ideas are constructed in the learner’s mind, with these models being based upon past knowledge. It places the learner in the middle of learning procedure and learning is highly regarded as an individual procedure. Knowledge acquisition is through internalization. The constructivism theory of learning views the teacher as a facilitator whose role is to assist learners to acquire novel knowledge through problem solving tasks. Constructivism is usually different from behaviorism in that behaviorism focuses upon the study of transformations of behavior as a result of alterations of state of the mind. Learning is viewed as a procedure of conditioning or altering visible behavior as a reaction to particular reinforcement of a person’s response. The mind of a child is filled as a blank vessel to be filled by information from the environment. The role of the teacher is to transmit knowledge from the surrounding to the students (Gray, & Macblain, 2012). The role of teachers and students are radically diverse in behaviorism and constructivism approaches. In constructivism, the teacher acts as a midwife in birth of understanding as opposed to behaviorism where the teacher is a mechanic of knowledge transmission. In constructivism theory the teacher is not required to transmit the novel knowledge to the learner, but to make the learner to attain novel knowledge through creating questions and problem tasks.   Rogers (2004) notes that unlike behaviorism theory whose major aim of behaviorism is to offer the novel knowledge to learners through the scheme of reinforcement and punishment, Constructivism highlights the need to demonstrate to the learners the manner of studying appropriately. Behaviorism learning theory is based upon behavioral alterations and behaviorists deem that when there is repetition of a novel behavioral pattern, it will ultimately become automatic. In this theory, students are viewed as passive learners and learning is a direct outcome of practice or experience that results to behavioral change. On the contrary, constructivism theory is based upon learning which is actively built and constructed through reflective thinking by every individual learner and utilized in the construction of novel understanding and knowledge from valid experience. The view of this theory is that students are active learners and they process information and reflect upon preceding experience based upon their personal perceptions. Perspectives of learning in Behaviorism theory of learning Behaviorism is a learning theory that is majorly concerned with measurable and observable elements of the way humans behave. In describing behavior, behaviorist theory of learning highlights behavior changes that occur as a result of stimulus- response interrelations made by a learner. The view is that behavior is that behavior is controlled by stimulus and a person chooses a single response rather than another response as a result to psychological drives and prior conditioning present at the time of the act. Behaviorists claim that behaviors that are worthy to learn are those behaviors that may be directly examined and therefore its acts, other than emotions or emotions, which are the valid entity of study. In presuming that human behavior actions are learned, behaviorism also views that every behavior may also be unlearned, and reinstated by novel behaviors. This implies that when a behavior becomes improper, it may be reinstated by a suitable behavior. A major element of behaviorism learning theory is reward response and the preferred response should be rewarded to enhance learning (Parkay, & Hass, 2000). B.F. Skinner and John Watson are the two key principal inventors of behaviorist learning approaches. According to Shaffer (2000) Watson deemed that human behavior is as a result of particular stimuli that educed particular responses. The basic premise of Watson was that conclusion on human development must be based upon observation of explicit behavior rather than speculation on intuitive motives or underlying cognitive processes. In order to extend on the Watson’s fundamental stimulus-response model, psychologist B.F. Skinner created a highly comprehensive perspective of conditioning called operant conditioning. This model was based upon the principle that fulfilling reactions are conditioned, whilst unfulfilling ones aren’t. Skinner, (1972), asserts that operant conditioning entails rewarding of portion of a fulfilling behavior or random action that approaches it. Operant conditioning, concentrated on learning behaviors placing an emphasis on the notion that reinforced or satisfied deeds are conditioned responses, while punished deeds can become eradicated and reinstated with acceptable ones. Through this model, a learner who is given oral privileges or praise for quietly completing a task will go on doing so , whilst a learner who demonstrates inappropriate behavior such as speaking without permission and receives a punishment or reprimand will stop speaking without consent. The educator eliminates a positive thing and puts in a positive thing as an instant and precise outcome of the learner’s behavior (Piaget, 1973). Perspectives of learning in Constructivism theory of learning Constructivism is a theory of learning that suggests that human beings construct meaning and knowledge from an interrelation between their ideas and their knowledge. Constructivism theory is usually attributed to Piaget Jean who articulated schemes through which learners internalize knowledge. Piaget suggested that by processes of assimilation and accommodation, persons construct novel knowledge from their experience. When people assimilate, they integrate the novel experience into the already present framework without altering that framework. This might take place when people’s experiences are lined up with their interior depictions of the globe, but might also happen as a stoppage to alter an imperfect understanding (Piaget, 1977). According to Fosnot, C. (1989) constructivism is a perspective of learning that is based upon the idea that knowledge is not a thing that may be merely offered by a teacher to the students. Instead, knowledge is constructed by the learners via an active, mental procedure of development, implying that learners are the ones who build and create knowledge and meaning. Piaget (1977) claims that learning takes place through an active construction of connotation, other than through passive percipience. Piaget explicates that when learners encounter a situation or an experience that conflicts with his present manner of thinking, an imbalance or disequilibrium state is generated. The learner must then change his thinking so as to reinstate balance and in order to achieve this; he makes a sense of the novel information through interrelating it with what he already knows, through trying to incorporate it in the existing knowledge. When the learner is not able to achieve this, he accommodates the novel information to the old manner of thinking through restructuring the existing knowledge to a greater degree of thinking. Benefits and limitations of behaviorism theory Behaviorism theory is beneficial in that it is based on observable behaviors and therefore makes it simpler to collect and quantify information when undertaking research. Because experiment and research are powerful tools in offering clear evidences and explanations on particular learning phenomenon, it can be used to study observable behaviors of learners other than behaviors that can’t be measured and observed. Efficient therapeutic techniques like behavioral interventions and behavior analysis have their roots in behaviorism. These models are usually helpful in transforming maladaptive behaviors in learners and adults using schemes like rewards, punishments and reinforcements to enhance learning (Woolfolk, 2010). Behaviorism is disadvantageous because it doesn’t explain other forms of learning, particularly learning that happens without the utilization of punishment and reinforcement. As inferred from behaviorism, learning capabilities and human behavior are attributed to influences of exterior factors that act as punishers or reinforcers. Nevertheless, not everything may be explained by exterior effects. Additionally, behaviorism is seen as a sole dimensional approach to explaining human behavior and doesn’t account interior influences like feelings, thoughts and moods which are vital in an individual’s learning abilities (Bandura, 1986). Benefits and limitations of constructivism theory Constructivism is beneficial in that it highly emphasizes on sensory input and requires teachers to fully engage students in the process of learning. The theory views learners as passive partakers in classroom, who also requires being involved actively in bigger image of the surrounding world. The constructivist method of teaching may be useful in special education and is efficient for learners with special needs such as sensory processing disorder or autistic spectrum disorder. Other than merely giving out new information, the teacher can guide their learning journey and actively engage students in the process of learning along with persuading them to confront ideas (Long, 2000). Constructivism theory is disadvantageous because it lacks structure. Numerous learners need highly structured surroundings so as to be capable to excel. Constructivism requires teachers to abandon standardized curriculum and adopt a highly personalized study course based upon what the learner already knows and this can make some learners to fall behind others (Tobias, & Duffy, 2009). Another limitation of constructivism is that it can make learners to become frustrated or confused since they might not possess the capability to create abstracts and relationships amid the already existing knowledge and the knowledge they learn for themselves (Meyer (2009). Conclusion Behaviorism and constructivism are two important psychological theories of learning that tries to describe the manner in which students learn. Behaviorism view learning as an aspect of conditioning and supports a scheme of rewards in education. Behaviorists believe that a learner needs reinforcement as a positive stimulus for suitable behavior and punishment for inappropriate behavior. Constructivism views learning as a process, where new knowledge or ideas are constructed in the learner’s mind based on prior knowledge and learners acquire knowledge through internalization. References Gray, C., & Macblain, S. (2012). Learning theories in childhood. London: Sage Publications Ltd. Duchesne S., Efanov S., Corbo V., Ali N., & Pruessner C., (2013). Behavioural views of learning. London: Routledge. Shaffer, D. (2000) Social and Personality Development (4th Ed.). Belmont, CA: Wadsworth/Thompson Learning. Parkay, F.W. & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon. Skinner, B. (1972). Utopia through the control of human behavior. Belmont, CA: Wadsworth. Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. New York: The Viking Press. Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. New York: Teachers College Press. Long, M. (2000). The Psychology of Education. London: RoutledgeFalmer. Piaget, Jean. (1973). To Understand is to Invent. New York: Grossman. Woolfolk, A. (2010). : Behavioral Views of Learning. In A. Woolfook (Ed.), Educational psychology (11th ed.). Columbus, OH: Pearson/Allyn & Bacon. Meyer (2009). "The Poverty of Constructivism". Educational Philosophy and Theory 41 (3): 332–341. Rogers, C.R. (2004). Freedom to Learn. Columbus, OH: Merrill. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Tobias, S., & Duffy, M., (2009). Constructivist instruction: Success or failure?. New York: Taylor & Francis. Rogers, C., & Freiberg, H., (2007). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/MacMillan, Read More

The mind of a child is filled as a blank vessel to be filled by information from the environment. The role of the teacher is to transmit knowledge from the surrounding to the students (Gray, & Macblain, 2012). The role of teachers and students are radically diverse in behaviorism and constructivism approaches. In constructivism, the teacher acts as a midwife in birth of understanding as opposed to behaviorism where the teacher is a mechanic of knowledge transmission. In constructivism theory the teacher is not required to transmit the novel knowledge to the learner, but to make the learner to attain novel knowledge through creating questions and problem tasks.

  Rogers (2004) notes that unlike behaviorism theory whose major aim of behaviorism is to offer the novel knowledge to learners through the scheme of reinforcement and punishment, Constructivism highlights the need to demonstrate to the learners the manner of studying appropriately. Behaviorism learning theory is based upon behavioral alterations and behaviorists deem that when there is repetition of a novel behavioral pattern, it will ultimately become automatic. In this theory, students are viewed as passive learners and learning is a direct outcome of practice or experience that results to behavioral change.

On the contrary, constructivism theory is based upon learning which is actively built and constructed through reflective thinking by every individual learner and utilized in the construction of novel understanding and knowledge from valid experience. The view of this theory is that students are active learners and they process information and reflect upon preceding experience based upon their personal perceptions. Perspectives of learning in Behaviorism theory of learning Behaviorism is a learning theory that is majorly concerned with measurable and observable elements of the way humans behave.

In describing behavior, behaviorist theory of learning highlights behavior changes that occur as a result of stimulus- response interrelations made by a learner. The view is that behavior is that behavior is controlled by stimulus and a person chooses a single response rather than another response as a result to psychological drives and prior conditioning present at the time of the act. Behaviorists claim that behaviors that are worthy to learn are those behaviors that may be directly examined and therefore its acts, other than emotions or emotions, which are the valid entity of study.

In presuming that human behavior actions are learned, behaviorism also views that every behavior may also be unlearned, and reinstated by novel behaviors. This implies that when a behavior becomes improper, it may be reinstated by a suitable behavior. A major element of behaviorism learning theory is reward response and the preferred response should be rewarded to enhance learning (Parkay, & Hass, 2000). B.F. Skinner and John Watson are the two key principal inventors of behaviorist learning approaches.

According to Shaffer (2000) Watson deemed that human behavior is as a result of particular stimuli that educed particular responses. The basic premise of Watson was that conclusion on human development must be based upon observation of explicit behavior rather than speculation on intuitive motives or underlying cognitive processes. In order to extend on the Watson’s fundamental stimulus-response model, psychologist B.F. Skinner created a highly comprehensive perspective of conditioning called operant conditioning.

This model was based upon the principle that fulfilling reactions are conditioned, whilst unfulfilling ones aren’t. Skinner, (1972), asserts that operant conditioning entails rewarding of portion of a fulfilling behavior or random action that approaches it. Operant conditioning, concentrated on learning behaviors placing an emphasis on the notion that reinforced or satisfied deeds are conditioned responses, while punished deeds can become eradicated and reinstated with acceptable ones.

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