Learning Theories
Lesson 2 of 6 - Behaviorism, Cognitivism, Constructivism & Social Learning
Understanding How Students Learn
Learning theories explain how students acquire, process, and retain knowledge. Understanding these theories helps teachers design effective instruction and create supportive learning environments.
Three Major Perspectives
Behaviorism
Observable behavior changes
Cognitivism
Mental processes
Constructivism
Knowledge construction
🔔Behaviorism
Learning is a change in observable behavior caused by external stimuli. Focus is on what can be seen and measured, not internal mental states.
Classical Conditioning (Ivan Pavlov)
Learning through association of stimuli
Pavlov's Dog Experiment:
- US (Unconditioned Stimulus): Food → naturally causes salivation
- NS (Neutral Stimulus): Bell → no initial response
- CS (Conditioned Stimulus): Bell (after pairing) → causes salivation
- CR (Conditioned Response): Salivation to bell alone
Classroom Application: Creating positive associations with learning (pleasant environment, encouragement)
Operant Conditioning (B.F. Skinner)
Learning through consequences (reinforcement/punishment)
| Type | Effect | Example |
|---|---|---|
| Positive Reinforcement | Add pleasant → increase behavior | Give praise for good work |
| Negative Reinforcement | Remove unpleasant → increase behavior | Remove homework if behavior improves |
| Positive Punishment | Add unpleasant → decrease behavior | Give extra work for misbehavior |
| Negative Punishment | Remove pleasant → decrease behavior | Take away recess time |
Key Concept: Reinforcement INCREASES behavior; Punishment DECREASES behavior
Connectionism (Edward Thorndike)
Learning through trial and error; stimulus-response bonds
Law of Effect: Responses followed by satisfaction are strengthened
Law of Exercise: Practice strengthens connections
Law of Readiness: Learning occurs best when learner is ready
🧠Cognitivism
Learning involves mental processes: perception, memory, thinking, problem-solving. Focus is on what happens inside the mind.
Information Processing Model
The mind works like a computer
Sensory Memory: Brief (1-3 seconds), large capacity
Short-term/Working Memory: 15-30 seconds, 7±2 items (Miller's Law)
Long-term Memory: Unlimited capacity, permanent storage
Schema Theory
Mental frameworks for organizing knowledge
Assimilation: Fitting new info into existing schema
Accommodation: Modifying schema to fit new info
Equilibration: Balance between assimilation and accommodation
Meaningful Learning Theory (David Ausubel)
New knowledge must connect to prior knowledge
Advance Organizers: Introductory material that bridges old and new knowledge
Subsumption: New concepts are subsumed under broader concepts
Key Principle: "The most important factor is what the learner already knows"
Gestalt Psychology (Wertheimer, Köhler)
"The whole is greater than the sum of its parts"
Insight Learning: Sudden understanding of relationships ("Aha!" moment)
Perception: Organize stimuli into meaningful patterns
Application: Present material in organized, meaningful wholes
🏗️Constructivism
Learners actively construct their own understanding. Knowledge is not transmitted but created through experience and reflection.
Cognitive Constructivism (Jean Piaget)
Individuals construct knowledge through interaction with environment
| Stage | Age | Characteristics |
|---|---|---|
| Sensorimotor | 0-2 years | Object permanence, reflexes to intentional actions |
| Preoperational | 2-7 years | Symbolic thinking, egocentrism, centration |
| Concrete Operational | 7-11 years | Conservation, classification, reversibility |
| Formal Operational | 11+ years | Abstract thinking, hypothetical reasoning |
Social Constructivism (Lev Vygotsky)
Knowledge is constructed through social interaction
Zone of Proximal Development (ZPD): Gap between what learner can do alone vs. with help
Scaffolding: Support that is gradually removed as learner gains competence
More Knowledgeable Other (MKO): Person with more knowledge who assists learning
Language: Primary tool for cognitive development
ZPD Visualization:
Discovery Learning (Jerome Bruner)
Learners discover principles on their own
Spiral Curriculum: Concepts revisited with increasing complexity
Modes of Representation:
- Enactive (action-based)
- Iconic (image-based)
- Symbolic (language/symbol-based)
👀Social Learning Theory (Albert Bandura)
Learning occurs through observation and modeling. People learn by watching others.
Observational Learning Process
Attention
Notice the behavior
Retention
Remember the behavior
Motor Reproduction
Perform the behavior
Motivation
Desire to perform
Bobo Doll Experiment
Children who observed aggressive behavior toward a Bobo doll imitated the aggression
Self-Efficacy
Belief in one's ability to succeed; affects motivation and persistence
Vicarious Reinforcement
Learning from observing others being rewarded/punished
Reciprocal Determinism
Behavior, environment, and person factors interact
Learning Theories Comparison
| Theory | Focus | Key Theorist | Teacher Role |
|---|---|---|---|
| Behaviorism | Observable behavior | Skinner, Pavlov | Controller, reinforcer |
| Cognitivism | Mental processes | Ausubel, Bruner | Organizer, presenter |
| Constructivism | Knowledge construction | Piaget, Vygotsky | Facilitator, guide |
| Social Learning | Observation, modeling | Bandura | Model, demonstrator |