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LEARNING THEORIES
 Behaviourist theory
 Constructivist theory
 Situated learning
Behaviourist theory
 Its main influences were

   Ivan Pavlov, who investigated classical
    conditioning

   John B. Watson (1878-1958) who rejected
    introspective methods and sought to restrict
    psychology to experimental laboratory
    methods.

   B.F. Skinner, sought to give ethical grounding
    to behaviorism, relating it to pragmatism.
Behaviourist theory

 Behaviourist Theory maintains a focus on
  the change in observable behaviours as the
  manifestations of learning.


 Thus the theory states that is learning is the
  acquisition of new behaviour through
  conditioning
Behaviourist theory

 The means of conditioning is achieved in
  two ways namely, classical and operant.

 Operant conditioning is where there is
  reinforcement of a behaviour by a reward
  or punishment. Reinforcement is any
  means of increasing the likelihood that an
  event will be repeated.
Behaviourist theory


 Classical conditioning is where the
  behaviour becomes a reflex response to
  stimulus. For example Dogs who were fed
  continuously by persons in lab coats
  reacted as if food was on its way
  whenever they saw a lab coat
Characteristics


 Behaviourist believes:
   Learning is manifested by a change in behaviour

   Environment shapes behaviour ( nurture)

   Contiguity and reinforcement are integral to the
    learning process. Contiguity describes how close
    in time two events must be for a bond to be
    formed and Basic laws of learning are the same
    for all animals whether dogs or humans.
Implications: Learning environment

   Behaviourist view learning as a change in
    behaviour, therefore educators arrange
    the environment to get desired responses
    through:

     Behavioural objectives

     Competency based education

     Skill development and training
Constructivist theory

 Constructivism is a synthesis of multiple
  theories diffused into one form. It is the
  assimilation of both behaviorialist and
  cognitive ideals.

 The “constructivist stance maintains that
  learning is a process of constructing
  meaning; it is how people make sense of
  their experience”
Characteristics of the
  Constructivist theory
 Constructivist believe that:

    Peoples construct their own understanding of
     the world through experiencing things and
     reflecting on these experiences.

    When learners encounter something new,
     they reconcile it with previous knowledge and
     experiences. In the end they may change
     what they believe , or they may discard the
     new information as irrelevant.
Implications: Learning environment

  The teacher acts as a facilitator and guide in
   helping the students to become active
   participants in their learning. Thus enabling
   them to make the connection between prior
   knowledge and new knowledge.

  The teacher helps the student to construct
   knowledge rather than reproduce a series of
   facts.
Implications: Learning environment

    The teacher provide tools such as problem
     solving and inquiry based learning
     activities so that student can formulate
     and test their ideas, and draw their own
     conclusions.
Situated Learning
 Situated Learning Theory, created by Jean
  Lave and Etienne Wenger as a model of
  learning in a community of practice,
  advances that learning is involuntary and
  situated within authentic activity, context,
  and culture.

 Simply put, situated learning is learning that
  takes place in the same context in which it is
  applied.
Situated Learning

 Situated learning is related to Vygotsky’s
  notion of learning through social
  development
 Regular classroom learning activities
  involve:
 1) Abstract knowledge which is in and out
  of context,
Characteristics

 Lave argues that learning is situated; that is,
    It occurs normally (unintentional rather than
     deliberate)
    It is embedded within activity
    It is embedded within context and
    It is embedded within culture.
 Lave and Wenger (1991) call this
  unintentional learning a process of
  “legitimate peripheral participation” or LPP
Implications

 Knowledge needs to be presented in
  authentic contexts — settings and situations
  that would normally involve that knowledge.

 Social interaction and collaboration are
  essential components of situated learning —
  learners become involved in a “community of
  practice” which embodies certain beliefs and
  behaviours to be acquired.
Implications

 As the beginner or novice moves from the
  periphery of a community to its center, he
  or she becomes more active and engaged
  within the culture and eventually assumes
  the role of an expert.
Learning activity:
Constructivist theory


 Students will go on a nature walk and will
  be encourage to choose a hibiscus flower.
  They will be guided by the teacher in
  taking apart the flower then they will
  examine and name the different parts.

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Learning theories

  • 1. LEARNING THEORIES Behaviourist theory Constructivist theory Situated learning
  • 2. Behaviourist theory  Its main influences were  Ivan Pavlov, who investigated classical conditioning  John B. Watson (1878-1958) who rejected introspective methods and sought to restrict psychology to experimental laboratory methods.  B.F. Skinner, sought to give ethical grounding to behaviorism, relating it to pragmatism.
  • 3. Behaviourist theory  Behaviourist Theory maintains a focus on the change in observable behaviours as the manifestations of learning.  Thus the theory states that is learning is the acquisition of new behaviour through conditioning
  • 4. Behaviourist theory  The means of conditioning is achieved in two ways namely, classical and operant.  Operant conditioning is where there is reinforcement of a behaviour by a reward or punishment. Reinforcement is any means of increasing the likelihood that an event will be repeated.
  • 5. Behaviourist theory  Classical conditioning is where the behaviour becomes a reflex response to stimulus. For example Dogs who were fed continuously by persons in lab coats reacted as if food was on its way whenever they saw a lab coat
  • 6. Characteristics  Behaviourist believes:  Learning is manifested by a change in behaviour  Environment shapes behaviour ( nurture)  Contiguity and reinforcement are integral to the learning process. Contiguity describes how close in time two events must be for a bond to be formed and Basic laws of learning are the same for all animals whether dogs or humans.
  • 7. Implications: Learning environment Behaviourist view learning as a change in behaviour, therefore educators arrange the environment to get desired responses through: Behavioural objectives Competency based education Skill development and training
  • 8. Constructivist theory  Constructivism is a synthesis of multiple theories diffused into one form. It is the assimilation of both behaviorialist and cognitive ideals.  The “constructivist stance maintains that learning is a process of constructing meaning; it is how people make sense of their experience”
  • 9. Characteristics of the Constructivist theory  Constructivist believe that:  Peoples construct their own understanding of the world through experiencing things and reflecting on these experiences.  When learners encounter something new, they reconcile it with previous knowledge and experiences. In the end they may change what they believe , or they may discard the new information as irrelevant.
  • 10. Implications: Learning environment  The teacher acts as a facilitator and guide in helping the students to become active participants in their learning. Thus enabling them to make the connection between prior knowledge and new knowledge.  The teacher helps the student to construct knowledge rather than reproduce a series of facts.
  • 11. Implications: Learning environment  The teacher provide tools such as problem solving and inquiry based learning activities so that student can formulate and test their ideas, and draw their own conclusions.
  • 12. Situated Learning  Situated Learning Theory, created by Jean Lave and Etienne Wenger as a model of learning in a community of practice, advances that learning is involuntary and situated within authentic activity, context, and culture.  Simply put, situated learning is learning that takes place in the same context in which it is applied.
  • 13. Situated Learning  Situated learning is related to Vygotsky’s notion of learning through social development  Regular classroom learning activities involve:  1) Abstract knowledge which is in and out of context,
  • 14. Characteristics  Lave argues that learning is situated; that is,  It occurs normally (unintentional rather than deliberate)  It is embedded within activity  It is embedded within context and  It is embedded within culture.  Lave and Wenger (1991) call this unintentional learning a process of “legitimate peripheral participation” or LPP
  • 15. Implications  Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge.  Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviours to be acquired.
  • 16. Implications  As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert.
  • 17. Learning activity: Constructivist theory  Students will go on a nature walk and will be encourage to choose a hibiscus flower. They will be guided by the teacher in taking apart the flower then they will examine and name the different parts.