TOPIC 2 pengurusan pendidikan bagi).pptx

Pengurusan pendidikan merupakan subjek bagi pelajar yang mengambil kursus diploma pendidikan

1. TOPIC 2 BEHAVIOURIST THEORIES AND THEIR APPLICATIONS

2. LEARNING OUTCOMES: By the end of this topic,you should be able to; 1. Explain Ivan Pavlov’s classical conditioning theory 2. Explain Edward Thorndike’s reinforcement theory of learning 3. Identify B.F Skinner’s theory of operant conditioning;and 4. Discuss Gagne’s conditions of learning theory

3. Reflection--POV(OCP)

4. Key point of Connectivism Theory Siemens identified 8 Principles of Connectivism: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. Nurturing and maintaining connections is needed for continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Accurate, up-to-date knowledge is the aim of all connectivist learning. Decision-making is a learning process. What we know today may change tomorrow. The right decision today may be the wrong decision tomorrow.

5. Behaviourist Theories -human behaviour (observed and measured)

6. BEHAVIOURIST THEORIES

7. 2.1.1 Basic Principles of Classical Conditioning

8. 2.1.2 The Principles of Classical Conditioning for Learning

9. 2.1.3 Implications of Classical Conditioning for Learning Implications of classical conditioning for learning include the following: Our students should be provided with a learning environment that gives them pleasant emotions, such as enthusiasm, excitement and enjoyment in their learning. Teachers must try to relate a positive experience (conditioned stimulus) with the learning task (unconditioned stimulus) to produce the conditioned response through activities that are interesting. Learning situations that cause students to feel anxiety, disappointment or anger should be avoided. For example, many students feel very anxious about mathematics. Using classical conditioning can help lessen their anxiety. The teacher can make the learning interesting. Once the students find it interesting, they will give attention to the lesson.

10. EDWARD L.THORNDIKE

11. 2.2 EDWARD L. THORNDIKE

12. Three laws:

13. 2.2.1 Implications of Connectionism for Learning

14. 2.3 B. F. SKINNER

15. 2.3.1 Skinner’s Experiments

16. 2.3.2 Positive and Negative Reinforcements

17. 2.3.3 Skinner’s Schedules of Reinforcement

18. 2.3.4 Implications of the Theory of Operant Conditioning on Learning

19. ROBERT GAGNE

20. 2.4 ROBERT M. GAGNE

21. 2.4.1 Gagne’s Hierarchy of Learning

22. 2.4.2 Gagne’s Five Learning Outcomes

23. 2.4.3 Gagne’s Conditions of Learning – The Nine Events of Instruction and Their Application

24. 2.4.4 Implications of Gagne’s Learning Theories

25. SUMMARY Behaviourist theories operate on the principle of “stimulus-response.” All behaviour is caused by external stimuli (operant conditioning) and can be explained without the need to consider internal mental states or consciousness. The primary means of investigating learning is by observation. Learning involves behavioural change. Some behaviourists proposed that if no observable change happens, then no learning has occurred. Some principles of behaviourist theories are: – Positive or negative reinforcement increases or strengthens a behaviour. – Extinction is the gradual elimination of behaviour when reinforcement is taken away. – Positive or negative punishment weakens a behaviour. It must not be mistaken for negative reinforcement!

26. Thorndike emphasised that experiences are able to strengthen or weaken the stimulus-response connections. He suggested that rewards can promote learning. Skinner proposed the theory of operant conditioning. Skinner used the term reinforcer or reinforcement instead of rewards. Operant conditioning is a method of learning that occurs through reinforcers and punishments for behaviour. Through operant conditioning, an association is made between a behaviour and an outcome of that behaviour. Gagne was well-known for his sophisticated stimulus-response theoryof eight kinds of learning which differs in the quality and quantity of stimuli-responses involved; his hierarchy of learning; and the nine events of instruction.

27. – Schedules of reinforcement can be used to increase the number of desired behaviours. Originators and important contributors of behaviourist theories are Pavlov, Thorndike, Skinner, and Gagne (who moved towards cognitivism too) Pavlov developed the theory known now as classical conditioning through the study of dogs. According to Pavlov, learning begins with a stimulus-response connection. In this theory, a certain stimulus leads to a particular response. Use left and right arrow to change slide in that direction whenever canvas is selected.

28. Pavlov developed the theory known now as classical conditioning through the study of dogs. According to Pavlov, learning begins with a stimulus-response connection. In this theory, a certain stimulus leads to a particular response. Use left and right arrow to change slide in that direction whenever canvas is selected. Thorndike emphasised that experiences are able to strengthen or weaken the stimulus-response connections. He suggested that rewards can promote learning. Skinner proposed the theory of operant conditioning. Skinner used the term reinforcer or reinforcement instead of rewards. Operant conditioning is a method of learning that occurs through reinforcers and punishments for behaviour. Through operant conditioning, an association is made between a behaviour and an outcome of that behaviour. Gagne was well-known for his sophisticated stimulus-response theoryof eight kinds of learning which differs in the quality and quantity of stimuli-responses involved; his hierarchy of learning; and the nine events of instruction.

29. KEY TERMS BEHAVIOURAL LEARNING THEORIES NEGATIVE REINFORCEMENT CLASSICAL CONDITIONING NINE EVENTS OF INSTRUCTION CONDITIONED RESPONSE OPERANT CONDITIONING CONDITIONED STIMULUS POSITIVE REINFORCEMENT CONNECTIVISM PUNISHMENT EXTINCTION SCHEDULES OF REINFORCEMENT FIVE LEARNING OUTCOMES UNCONDITIONED RESPONSE FIXED INTERVAL SCHEDULE UNCONDITIONED STIMULUS FIXED RATIO SCHEDULE VARIABLE-INTERVAL SCHEDULE GENERALISATION VARIABLE-RATIO SCHEDULE HIERARCHY OF LEARNING LAW OF EFFECT,EXERCISE, READINESS

30. REFERENCES (Untitled photograph of B. F. Skinner). Retrieved July 25, 2011, from http://www.harvardsquarelibrary.org/stafford/rs_skinner.htm (Untitled photograph of Edward Thorndike). Retrieved July 25, 2011, from: http://www.psicoterapiaintegrativa.com/therapists/htms/Edward_Thorndike.htm Advanced educational psychology (photograph of Gagne). (2001). Retrieved July 25, 2011, from http://faculty.weber.edu/pstewart/6030/6030.html Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32. Chance, P., & Delaware, L. (1999). Thorndike’s puzzle boxes and the origins of the experimental analysis of behavior. Journal of the Experimental Analysis of Behavior, 72(3), 433–440. http://seab.envmed.rochester.edu/jeab/articles/1999/jeab-72-03-0433.pdf Gagne, R. M., & Medsker, K. L. (1999). The conditions of learning: Training applications. Wadsworth Publishing.

31. Nobelprize.org. (2008). Ivan Pavlov biography. http://nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html Skinner psychology: Operant conditioning. (n.d). Use left and right arrow to change slide in that direction whenever canvas is selected. http://www.simplypsychology.org/operant-conditioning.html Slavin, R. E. (2009). Educational psychology: Theory and practice (9th ed.). Pearson Education. Tate, A. C., Goad, T., & Gralish, M. (n.d). Psychological foundations of curriculum. ech.jerrygalloway.com/ UTA/stds/PsychFoundationsofCurr_1.ppt Woolfolk, A. (2007). Educational psychology (10th ed.). Allyn & Bacon.