19th January 2012
Learning Theories.
_In this task I am going to present the most important theories of human learning, which are behaviourism, cognitivism and constructivism. All three theories underlie a different understanding of how people learn and the conditions under which learning takes place. While presenting those theories I will proceed as follows: I will first give a general introduction to the theory by mentioning some key aspects of the theory. In addition I will present learning situations, in which these theories are appropriate and can be applied and I comment on the role of mistakes in each theory. Finally I will give examples of possible learning aspects for English classes.
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Behaviourism
_Behaviourism can be seen as the first theoretical approach on learning. It emerged in the 20th century and is associated with names as Ivan Pavlov, John B. Watson, Edward Thorndike and B. F. Skinner.
The basic idea is that certain behaviour is more likely to reoccur when it was followed by a positive consequence than by a negative consequence. A consequence can thus function as a positive reinforcer, when it strengthens any behaviour, and as a negative reinforcer, when it reduces or terminates certain behaviour. Key terms of this theory are classical conditioning (Pavlov) and operant conditioning (Skinner). This is illustrated by the following picture and link to a youtube video.
The basic idea is that certain behaviour is more likely to reoccur when it was followed by a positive consequence than by a negative consequence. A consequence can thus function as a positive reinforcer, when it strengthens any behaviour, and as a negative reinforcer, when it reduces or terminates certain behaviour. Key terms of this theory are classical conditioning (Pavlov) and operant conditioning (Skinner). This is illustrated by the following picture and link to a youtube video.
Youtube video - The Big Bang Theory:
Unfortunately I am not allowed to insert this youtube video in my e-portfolio, so... Click here to see the video. |
_The application of this learning theory requires highly structured learning situations and supports automatism and conformity. Thus the learners are very passive. In order to achieve the educational goal mistakes have to be avoided, because they do not contribute to the learning process.
What concerns the learning of a second language the behaviourist approach might be useful for vocabulary learning with many repetitions and immediate feedback. Moreover it can be applied in grammar teaching, to learn for example tenses of irregular verbs.
What concerns the learning of a second language the behaviourist approach might be useful for vocabulary learning with many repetitions and immediate feedback. Moreover it can be applied in grammar teaching, to learn for example tenses of irregular verbs.
Cognitivism
_In contrast to behaviourism cognitivism does not rely on automatism but
on inner cognitive processes (information --> processing -->
response). One of the best known cognitivists is Jean Piaget. He takes a
developmental-cognitive position and looks at the processes by which
children gain a progressively more advanced understanding of their
environment and of themselves. In cognitivist theory in general, humans are often compared to computers, in the way they process information. Before humans tackle a problem they search for strategies and think out the consequences of their actions, before they act. They try to transfer their previous knowledge to the new situation and reflect upon possibilities to solve a certain problem (metacognition). Thus learning in this theory is a reflexive act.
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_ Learning situations for the application of this theory should be open and permit discovery and exploration. Therefore mistakes are welcomed, because they generate cognitive conflict and are hence a source of learning.
Teaching according to cognitivism should provide space for exploration on the one hand and prestructured content for the students on the other hand. One way to process new information would be creating a presentation. Then the students need to understand and structure the information they want to present later on. Another possibility is to transfer a certain text into another genre. With the help of this task students learn what to take into consideration when writing according to a special genre. They need to transfer their existing knowledge to a new situation. Similar processes proceed while applying grammar rules in a new context.
Teaching according to cognitivism should provide space for exploration on the one hand and prestructured content for the students on the other hand. One way to process new information would be creating a presentation. Then the students need to understand and structure the information they want to present later on. Another possibility is to transfer a certain text into another genre. With the help of this task students learn what to take into consideration when writing according to a special genre. They need to transfer their existing knowledge to a new situation. Similar processes proceed while applying grammar rules in a new context.
Constructivism
_As the term constructivism already indicates, knowledge has to be
actively constructed by learners. Here, learning is a process of
constructing meaning and of how people make sense of their experience.
Therefore new information, which is gained through own experiences, is
linked to prior knowledge. One of the originators of this theory is
Vygotsky. His contribution is related to the concept of “scaffolding”,
which means that teachers must give their students an appropriate
support to allow them to get involved in a difficult learning process.
Thus, the learning situation can be generally described as open and
useful for discovery and exploration, but there will always be the need
for scaffolding. As it is in the cognitivist theory mistakes are sources
of learning. Social confrontations and interactive regulation are also
understood as sources of learning, because they provide social cognitive
conflict, students have to solve.
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_This learning theory is very student-centred and supports critical thinking of the students. The teacher functions as a facilitator, who promotes the learning process of the students.
Possible teaching scenarios could be activities that confront students with complex problems or tasks in which they have to explore a certain phenomenon. Methods that include working and learning on different stations or on a whole project support constructivist teaching.
Possible teaching scenarios could be activities that confront students with complex problems or tasks in which they have to explore a certain phenomenon. Methods that include working and learning on different stations or on a whole project support constructivist teaching.
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Sources: Bélanger, Paul: Theories in Adult Learning and Education. Opladen & Farmington Hills: Barbara Budrich, 2011.
Lefrancois, Guy R.: Theories of Human Learning. Belmont: Wadsworth, 2000.
Sources: Bélanger, Paul: Theories in Adult Learning and Education. Opladen & Farmington Hills: Barbara Budrich, 2011.
Lefrancois, Guy R.: Theories of Human Learning. Belmont: Wadsworth, 2000.