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1. Dr. Sangeeta Yaduvanshi Assistant Professor Department of Education, School of Education Central University of Rajasthan Kishangarh – 305817, Ajmer Perspective of Learning and implications for pedagogical principles

2. We had learned and discussed much about concept of learning , its types and nature. Its good to hear that some of you are regularly responding on thoughtful questions. As, we had done satisfactory discussion on learning as an outcome and learning as process. Lets, go more deep in discussion and try to explore some questions related to discussion: What goes in the process of learning? How does we learn ? Introduction

3. Cont… How does children learn to solve mathematical problem? How does person learn to cook food or sew clothes? For searching the answer of these questions we require a thorough explanation of phenomena of learning. Various psychologist carried out several experiments to understand the process of learning and as result various learning theories has developed. These, theories put forth various methods of learning and suggest the teacher and learner to take proper steps for the effective learning.

4. Cont… These learning theories can be view in different perspectives. Some of important learning perspective for learning are: Behaviouristic Cognitive Humanistic Constructivist We will explore in detail about this perspective one by one. The first two categories contain widely explored and well researched older theories of learning. While the later two are recently originated trends in educational psychology.

5. The chief proponent of this perspective was John B. Watson (1878-1950). He denied all earlier ideas which states that psychology is the study of mind or study of consciousness. Because consciousness cannot be prove by scientific test and it is subjected only to private inspection. And , put forward a new horizon in psychology by confined psychology as a study of behaviour. In behaviouristic perspective only those behaviour are taken for study which are overt / observable behaviour. Behaviouristic Perspective

6. For this purpose behaviouristic are always looking for assessment of those behaviour which can be directly observed and can be objectively recorded. Eg . Behaviouristic are not interested in feeling of fear because it cannot be directly measured but they pay attention to the changes in heart rate and blood pressure which are effects of fear and can be objectively recorded. This perspective favors that learning has been take in response to certain stimuli. It advocates the stimulus response- (S-R) associationist type of theory. The theory of behaviourism as propagated by Watson was in fact based on the finding of Russian psychologist Ivan Pavlov, the propagator of theory of classical conditioning. ………..Behaviouristic Perspective

7. In the classical experiment, Pavlov conditioned to salivate at the sound of bell by substituting that sound for the sight and smell of the meat (food) and concluded that all behaviour is response to some stimulus in the environment. Thus , he found that salivation that natural behaviour (natural response/ Unconditioned response) of dog on seeing food (natural stimulus/ unconditioned stimulus) can be replaced with conditioned stimulus i.e ringing of the bell/ or sound of tunning fork. Following you tube link we will help you for deeper understanding of his experiment on classical conditioning. ………..Behaviouristic Perspective https://www.youtube.com/watch?v=FcYajN9GVdY https://www.youtube.com/watch?v=qSqWiTG-o2Y E- pathshala link: https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=31

8. Watson tried to apply this approach in the field of human behaviour in his famous experiment with 11 month old baby named Albert, he conditioned the baby behaviour to fear by rabbit than by substituting the rabbit with sudden loud noise. He concluded that behaviour is merely the response to some stimulus. How we behave or why we behave in particular way can be successfully demonstrated and explained through habit formation or conditioning. Thus, according to this perspective conditioning through environmental influences and not hereditary endowment or innate differences is responsible for shaping the behaviour of child. Here, the behavior of individual is supposed to be controlled by environmental forces. In this regard a famous statement was given by Watson which reflect his materialistic and mechanistic views about learning. . Cont…..

9. The statement is “ give me a dozen………………………………his ancestors.” Activity: Find out the full statement. Q. To what degree you are agreed with his statement. Ofcourse , many of you are not fully agree with his statement as like other psychologist. This perspective is suffer with lots of drawbacks, limitations and shortcomings. For this reason it has been criticized and has been modified by number of psychologist like Hull, Tolman , Skinner etc. B.F. skinner is another big name who proposed new type of of learning other than conditioning and named as “ Operant conditioning.” Detail about them can be watched on cousera videos. Lets see what are his basic assumption about learning. Cont…..

10. According to him besides stimulus and response , reinforcement also play an important role in learning. Skinner opposed the “no stimulus no response” which was basic idea of classical conditioning. Where, stress was that only stimulus can give rise to response. But skinner stated that man is not the victim of environment. He can manipulate the things of environment with his own initiatives. The organism itself initiates the behaviour by operating the environment and environment in turn respond to the activity. His famous experiment is on pigeon where food is reinforcement not stimulus and encourage pigeon to press particular button. He concluded that behaviour is shaped and manipulated by its consequences it is operated by the organism and manipulated by its results. This behaviour is called as operant behaviour and learning is called as operant conditioning. ……cont

11. https://www.youtube.com/watch?v=TtfQlkGwE2U https://www.youtube.com/watch?v=TtfQlkGwE2U cont…………….. These are few videos related to Skinner work.

12. As, this perspective stress the role of environment to shape the behaviour of child. It helped in revolutionizing all programs and methods related to education and training by emphasizing greater need to provide the best possible teaching –learning environment for better growth and development of child. Advocates the use of reinforcement and rewards for promoting the learning of desirable behaviour. It highlights the role of motivation in shaping behaviour. It give rise to new ideas and innovations in the field of teaching-learning like programme learning, individualized self instructional programme , computer assisted instruction. Educational implication of behaviourism

13. It is contemporary trend in psychology that is rooted from “ Gestaltian outlook” who advocated an overall mental functioning and insight in place of molecular mechanistic approach for the study of human behaviour. It is focused on what is process is involved between stimulus and response. This perspective focused on the learning of man’s thinking, memory, language development, perception, imaginary or other mental processes in order to peep into the higher human mental functions like insight, creativity and problem solving. They are opposed to the stimulus-response approach of the behaviouristic. They maintain that there is more learning and behaving just single response to stimuli. Cognitive Perspectives

14. Acc. to this perspective human mind does not accept an information from its environment in exactly the form and style it is conveyed to him. The conveyed information is compared with the information already stored in the mind, it is then analyzed and often enlarged upon and given a quite new form. Finally it is subjected to interpretation and then used or stored information according to the need of time. Here, learning is occur through information processing. Whatever, is conveyed through stimuli in the environment is the “input”. The cognitive function of human mind is process and the result of cognitive functioning is “output” or the product. ………….Con

15. Constructivism refers to, "The philosophical belief that people construct their own understanding of reality" (Oxford 1997), rather than assimilate a body of knowledge about one's world and environment, constructivists believe we 'construct' meaning based upon our interactions with our surroundings. Vico’s was credited for coining the term “constructivist”. His concept about this philosophy was reflected in his slogan “The human mind can only know what the human mind was made” (Glasersfeld,1989). This philosophy focused on “learner” and how they construct the knowledge, therefore the philosophy has great impact to idea of “child centre approach.’’ Constructivistic Perspective

16. The earliest proponents of this perspective concern with individual constructivist theory, where learner/ knower creating his or her own view of reality independent of other. Later philosopher considered that knowledge is acquired through social interaction. Dewey and later, Vygotsky , recognized that the construction of knowledge was rooted in group context (oxford, 1997). All these learning theory drastically change the concept of learner who was considered as "subject” in the earlier learning theories ; as believed by behaviorist psychologist into “active participant” of learning activity who can controlled their own learning by active meaning making process. Thus, Constructvistic represents a paradigm shift from education based on behaviorism to education based on cognitive theory. …………….Cont

17. In the constructivist learning, the focus tends to shift from the teacher to the students. It encouraged active participation of learner in teaching –learning process. Previous experiences and previous knowledge of students always taken into consideration for designing teaching-learning activity. Teacher role is shifted towards a mentor , guide or facilitator of learning. Here student are actively participate in to constructing and reconstructing in meaning making (acquiring knowledge) process progressively on his own under the proper guidance of teacher and interaction with peers. Classroom environment is democratic and students primarily work in groups. Educational Implication

18. . Thanks.