Health EducationPrinciples and Theories in Teaching and Learning

Health Education Ch. 2

1. Principles
and Theories
in Teaching
and Learning
J.J. Carnate, RN

2. Behaviorist
learning theory
Social learning
theory
Cognitive
learning theory
LEARNING THEORIES
01 02 03

3. Behaviorist
Learning Theory
01

4. This theory focuses on
observable, measurable
behaviors and how they are
shaped by environmental
stimuli. In healthcare, this is
often applied to teach and
reinforce specific, repeatable
skills.

5. 01
Environmental
Influence
02
Conditioning
03
Observable
Behavior
04
Stimulus-Response
CORE CONCEPTS

6. KEY THEORISTS AND THEIR CONTRIBUTION
Expanded on this with
operant conditioning
B.F. SKINNER
Developed classical
conditioning
IVAN PAVLOV

7. Classical Conditioning
*Positive Reinforcement
*Negative Reinforcement
*Positive Punishment
*Negative Punishment
Operant Conditioning
TYPES OF
CONDITIONING

8. Conditioned
Response
(CR)
Unconditioned
Response
(UCR)
Classical conditioning relies on pairing stimuli to elicit
a new, learned response.
Unconditioned
Stimulus (UCS)
Conditioned
Stimulus
(CS)
Neutral
Stimulus
(NS)

13. ➢Ignores Mental Processes
➢Passive Learner View
➢Over-reliance on Rewards
LIMITATIONS

14. Social Learning
Theory
02

15. Explains that people learn
new behaviors, attitudes, and
emotional reactions by
observing, imitating, and
modeling others within a
social context

16. KEY THEORIST
Developed the Social
Learning Theory
ALBERT BANDURA

17. Reinforcement
and
Punishment
Observational
Learning
HOW SOCIAL LEARNING WORKS?
Cognitive
Factors
Modeling
Vicarious
Reinforcement

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20. Cognitive
Learning Theory
03

21. Emphasizes the internal
mental processes that
influence learning, such as
perception, memory, and
problem-solving.

22. KEY THEORISTS AND THEIR CONTRIBUTION
Linked mental
processes to teaching
JEROME BRUNNER
Developed a theory of
cognitive development
JEAN PIAGET

23. Social and
emotional
factors
Information
processing
KEY CONCEPTS IN COGNITIVE
LEARNING
Schemas Metacognition

24. SCHEMAS
* Developed by psychologist Jean Piaget
* Are mental frameworks that help individuals organize and
interpret information.
•Assimilation: Incorporating new information into an existing
schema.
•Accommodation: Adjusting existing schemas or creating
new ones to incorporate information that doesn't fit.

27. INFORMATION PROCESSING
* It compares the human mind to a computer, which processes
information in three stages:
•Sensory memory: Environmental information is briefly held before
being either discarded or moved to short-term memory.
•Short-term memory (or working memory): The information is
processed. Learners use strategies like "chunking" (grouping
information) to hold on to it before encoding it.
•Long-term memory: Encoded information is transferred for long-
term storage.

29. METACOGNITION
* Is the awareness and understanding of
one's own thought processes—"thinking
about thinking". By reflecting on how they
learn, individuals can improve their retention
and comprehension.

32. SOCIAL AND EMOTIONAL FACTORS
* Learning is influenced by both internal thought processes
and external factors like social interactions.
* Sub-theories like Social Cognitive Theory emphasize that
learning happens in a social context through observationand
modeling.
* Emotional learning is also a factor, as managing emotions
and developing emotional intelligence is considered a
cognitive process.

34. STRATEGIES
Meaningful
learning
Cooperative
and
collaborative
learning
Discovery
learning
Problem-
solving
scenarios
Mind
mapping
Reflective
journaling

35. BENEFITS
Encourages
lifelong
learning
04
Boosted
confidence
03
Enhanced
problem-
solving
02
Deeper
comprehension
01

36. LIMITATIONS
Neglects
certain areas
04
Inconsistent
findings
03
Over-reliance
on self-reports
02
Complexity
01

37. END