Provide a brief summary of your understanding of the three learning theories introduced in the readings (behaviourism, cognitivism, and constructivism). How can you connect these learning theories with the models of curriculum (product, process, and praxis in particular) that we have discussed?

Behaviourism theory teaching is reflected in how teachers react to students’ behaviour. It is an objectivist learning theory that revolves around human behaviour and observation. However, it is an “unmeasurable states, such as feelings, attitudes, and consciousness”. This theory relies on a system of reward and punishment with an “association between any particular stimulus”. Students who perform well or admirably are rewarded, and those who fail to meet the required criteria face the consequences. By applying this theory, educators aim to shape students’ behaviour and guide them towards desired outcomes. Students are taught to learn a certain way to achieve the desired response and to succeed in the classroom.

I believe that this theory shows the characteristics of curriculum as a product. Students being taught that they must learn a certain way to achieve the correct answer. Students are taught that through reward and punishment to achieve the curriculum’s outcomes. It is also shown in the way teachers manage the students and the classroom. Both curriculum as a product and this theory shows that students must focus on assessments and conform to the teachers ideals.

Cognitivism theory focuses on the ‘thinking’ aspect and internal thoughts, unlike behaviourism. Cognitivism emphasizes the role of mental processes, such as “comprehension, abstraction, analysis, synthesis, generalization, evaluation, decision-making, problem-solving and creative thinking”. This theory highlights the importance of learners’ knowledge and understanding it through their interactions with the environment. It also focuses on teaching “learners how to learn, on developing stronger or new mental processes for future learning”. It gives students different ways of learning and diverse perspectives.  

I believe that this theory is related to curriculum as process. This theory guides students to develop “decision-making, problem-solving and creative thinking”; curriculum as a process also guides students to have the “ability to think critically” by encouraging students to analyze and evaluate their environment. Curriculum as a process and this theory both recognize the need to adapt to student interests by guiding them to become good thinkers.

Constructivism allows students to have “free will and social influences on learning”. This theory emphasizes that “learning is a constantly dynamic process”; this shows that humans are lifelong learners. For example, when people are younger, they may know something about a subject, and as they grow, new information is added. This theory creates a deeper understanding of subjects about school and life while guiding students’ knowledge to constantly evolve. By embracing constructivism, educators foster an environment encouraging engagement and critical thinking while aiding students to make meaningful connections.

Constructivism theory relates to curriculum as praxis. Curriculum as praxis “places an emphasis on judgment and meaning making”. This theory and curriculum as a praxis foster students’ ideas and questions while evolving the knowledge that they already know and adding onto it. And having open and honest conversations about topics and subjects, allowing students to express their ideas.

What learning theories did you see reflected in your own schooling experiences?

Throughout my own schooling experiences, I have seen the constructivism theory. My teachers throughout my life would have honest and open conversations about topics and subjects. This allowed myself and other students to add to the knowledge I had already known. It also gave me an opportunity to ask questions to expand my knowledge. For example, in grade 8, one of my teachers brought in a special guest after we had read a book about residential schools. The guest was an elder who was a survivor of residential schools. Our teacher encouraged us to write down questions we had for her. These questions and her experiences added to my knowledge about residential schools and new knowledge about intergenerational trauma, bringing more awareness to the social issue.