Week 4 Blog ECS 203

During this week in ECS 203, we read a few different articles that gave an understanding of the three learning theories. The three learning theories were: Behaviourism, Cognitivism, and Constructivism. Over the past few weeks we have been going over a few different types of models in the curriculum, in example: Praxis, Process, and Product.

First I am going to go over Behaviorism. In my opinion, Behaviourism connects most with the Product curriculum model. The Product model is not the most student interest based, it is more focused on the end results/ outcomes of the student. When it comes to Behaviorism, this involves a repetitive structure based on measurable aspects of human behaviour. Some strategies used when it comes to Behaviorism is Classical Condition which was discovered by Pavlov. This includes training the individual with a stimulus paired with a routine or action to lead the individual to have an automatic response to the stimulus. This to me is very robotic. 

When it comes to individual experience and these concepts, I never thought too much about how structured I became as a student in my early education. When it came to our daily routine, right in the morning when the song “O Canada” came on we would immediately stop what we were doing and stand for the anthem with our arms by our sides while standing quietly or singing along. From grades K-8 we did this robotically. 

Next is Cognitivism. I believe that Cognitivism connects the most with the Process model of curriculum. The Process model is very middle ground when it comes to the two other models described in this blog. There is a strict structure, however, what is included in the structure lets students and teachers have a little more freedom in the sense of content. The overall experience is based on aspects other than just certain types of academia, which includes activities and student response- there is still a curriculum goal involved with this type of model. This connects to the Cognitive theory with the idea of touching on all types of learning: thinking/cognitive, feeling/affective, and doing/psycho-motor.

When I look back and try to remember where this model and theory was involved in my education, I think about one specific health class in grade 6. When I was around 11/12 years old, myself and my other classmates had to hollow out an egg, give either “him” or “her” eggs a name, and design it like how we would want our future babies to look (assuming that everyone in that room would want to have children one day). When I was younger, I really enjoyed this activity and had fun with it. There were specific goals in the curriculum that had to have us be  taught about how one day, you will have a child, which will happen if you have intercourse, as well as teaching us how babies are important and you have to be careful with them. 

Finally I will talk about the Constructivism theory. This Theory in my eyes connects the most with the Praxis curriculum model. The main purpose with Constructivism theory, similarly to the Praxis model, they both focus on the best interests and ideas of the students, teachers, and the community around them. This includes learning that is more diverse with its teaching methods, its content, and goes at the pace of the individual student while allowing them to form their own thoughts. 

This one was a bit more tricky for me to make connections to, after a while of trying to think up a past experience, I could not. They all connected to the Product and Process models more. This is pretty unfortunate and eye opening to me. 

Thank you for reading.

Best, Baylee