2Learning theories psychology education

psychology learning theory pdf

1. Learning theories Symon C hiziwa

2. Define the term “learning” Discuss classical and operant conditioning learning theories Discuss educational implications of behaviourist theories of learning Explain critical stages in the social learning theory Discuss the educational implications of the constructivist theory of learning Learning outcomes

3. an idea or set of ideas that is intended to explain facts or events. : an idea that is suggested or presented as possibly true but that is not known or proven to be  Theories within a specific context Theories evolve from practice Help us understand a complex event or idea What is a theory

4. Learning may be defined as a relative permanent change in behaviour due to experience or caused by recognition of habits, skills and thought process Definitions

5. Perspectives about learning Behavioural Cognitive Learning may be defined as a relative permanent change in behaviour due to experience Caused by reorganization of habits, skills and thought processes.

6. Perspectives about learning Observational Constructivism Refers to change in behaviour as the result of modelling and imitation. Refers to the construction of knowledge at an individual or group level.

7. Basic assumptions of Behaviourist view of learning: Knowledge is inert Individuals are passive recipients of knowledge Learning occurs with programmatic and repeated activities Behavioural theory of learning

8. associated with Ivan Pavlov, a Russian physiologist, who was studying digestion in dogs. He noticed that a dog salivated at the sight of a food bowl. Pavlov recognized this as an important issue in learning. The food bowl triggered a biological reflex (salivation) by learning (in this case, by the sight of the bowl). Classical Conditioning

9. Many students attitudes towards learning are due to conditioning

10. Generalization occur when a dogs responds by salivating to a sound similar to that was produced by the initial bell. Discrimination occurs when the dog does not respond to a sound different for the type of sound produced by the bell Extinction occurs when the bell is sounded several times before the dog with the bone. The dog salivation response diminishes until it disappears Other key terms

11. Teacher should create pleasant environment in the classes so that learners should associate learning with a good and acceptable environment Ensure that learners do not associate painful experiences such as harassment with school As a teacher ensure that students’ emotions are not unnecessarily pricked Many students' negative attitudes towards learning is due to conditioning . For example, they may have negative reaction to wards learning Arithmetic because they associate the subject with a harsh teacher Educational implications

12. The theory of B.F. Skinner Effects of the consequences of a particular behaviour determine the future occurrence of that behaviour. Operant conditioning

13. A mice in a cage

14. In   Positive Reinforcement   a particular behavior is strengthened by the consequence of experiencing a positive condition . For example: A hungry rat presses a bar in its cage and receives food. as it is reinforced. In   Negative Reinforcement  a particular behavior is strengthened by the consequence of stopping or avoiding a negative condition . For example: a rat is placed in a cage and immediately receives a mild electrical shock on its feet. The shock is a negative condition for the rat Types of reinforcements

15. Teacher should reinforce acceptable behaviour by giving positive comments. Students who perform well must be encouraged through awards, praise, positive comments such as ‘ excellent’ ‘ very good ’. Positive steps made by students to improve the behaviour or performance must be encouraged Unacceptable behaviours should be discouraged through punishments or withdrawal of some privileges. Educational implications

16. Associated with A Bandura This theory contends that: People learn through observing others’ behavior , attitudes, and outcomes of those behaviors Social learning theory

17. 1. Attention : An individual studies the behaviour or his or her role model. At this stage, sensory organs are at work. 2. Retention : This involves remembering what you paid attention to. The observed behaviour is retained through various means such as symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal . conditions for effective modeling:

18. 3. Reproduction — At this stage the observer now reproducing the observed behavior in form of the image and physical capabilities. 3. Motivation — This involves having good reasons to imitate the desired behaviour especially if the model’s behaviour is rewarding .

19. In Educational Setting Teaching . Modelling has long been used to teach dance, sports, and crafts. Encouraged Already-Learned Behaviors  Observing the behavior of others tells us which of our already-learned behaviors to use in particular situations. Ensure that you sustain students ’ attention throughout the lesson As a teacher be a role model to students Educational implications

20. Constructivism as a paradigm or worldview posits that: learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. Constructivism

21. This theory is a reaction to didactic approaches such as behaviorism and programmed instruction; ‘Constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it .’  

22. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation.

23. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.

24. Social constructive Cognitive Radical constructivism Types of constructivism

25. Social Development Theory as formulated by: Lev Vygotsky (1896-1934). He argues that learning is end product of socialization and social behavior . Social constructivism

26. Reality is constructed through human activity Knowledge is human product and is socially and culturally constructed . Individual make meaning through their interaction with each other and the environment they live in. Basic assumptions

27. Learning is a social process. Meaningful learning occurs when individuals are engaged in social activities. Vygotsky focused on the connections between people and the socio-cultural context in which they act and interact in shared experiences

28. This theory challenges the transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Educational implications

29. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning is reciprocal experience for the students and teacher.

30. Jean Piaget . Piaget's theory of cognitive development proposes that humans cannot be "given" information which they immediately understand and use. Instead , humans must "construct" their own knowledge. They build their knowledge through experience. Experiences enable them to create  schemas   Cognitive Constructivism

31. Knowledge is active and is situated in lived worlds. Individuals construct knowledge Basic assumptions:

32. Meaningful learning is useful and retained building on what the learner already knows. Teacher’s role is coach, mediator, and strategic.

33. Teacher must provide a rich environment for the spontaneous exploration of the child. A classroom filled with interesting things to explore encourages students to become active constructors of their own knowledge ( their own schemas ) through experiences that encourage assimilation and accommodation. Teachers should endeavor to provide real life examples or experiences. Educational implications

34. THANK YOU