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 learning theory is based on an objectivist approach to learning. Meaning that, Behaviourists view learning and human activity (behaviours) as being measured through observations, everything we can see with our eyes. Often unmeasurable (subjective) data such as feelings, attitudes, and consciousness are rejected. A behaviourist approach to teaching uses conditioning with an emphasis on reward and punishment as drivers of learning. Learning is also done through pre-defined and measurable outcomes. In other words, students are expected to learn in a particular way to achieve the desired outcome, with the use of a particular stimulus to create the wanted behaviour.
I believe this learning theory connects to curriculum as a product model. A teacher is seen as a manager and authoritative figure amongst the students, “teacher has to be very much in control of what and how students learn,”. Teacher’s expect compliance of student’s and use conditioning to achieve the desired behaviour, “Behaviourism, with its emphasis on reward and punishment as drivers of learning.” Teacher’s do not take into consideration what may be happening on the inside of students and don’t see that as necessary, “they generally reject reference to unmeasurable states, such as feelings, attitudes, and consciousness.”
Cognitivism learning theory focuses on the “thinking” domain, unlike Behaviourism which puts focus on the observable data and controlling the behaviours of students. This incorporates thinking, feelings, and doing as important domains of learning. However, cognitivism can be at the objectivist end and consider basic mental processes as hard wired but can be changed through new experiences. Behaviour is seen as predictable and determined by our genetics. Cognitivism learning theory is a social process which requires communication between the learner, the teacher, and others working together to come to a better understanding of new knowledge. Cognitivism gives the premise of a process orientation to curriculum because learning becomes student centered. As Carl Rogers (1969) states, “every individual exists in a continually changing world of experience in which he is the center.”
Constructivists believe that knowledge is essentially subjective in nature, which is constructed from our perceptions and conventional ways of behaving. Through a constructivist’s perception, meaning and understanding is done by reflecting on new information. It is believed that human learning is unique to the individual. This uniqueness stems from such factors such as motivation, emotions, free will, and personal values. These teaching approaches are more commonly found in humanities (social justice), social sciences, and education. Due to the perception of the individual factors impacting an individuals unique learning experience, curriculum orientation can be seen as a praxis.
What learning theories did you see reflected in your own schooling experiences?
Throughout my elementary and high school experiences, I encountered mostly a behaviourist and at times a cognitivist teaching approach. Most of my teachers (not all) were seen as authoritative figures who oversaw the classroom. Unwanted behaviours were rewarded and unwanted behaviours were punished. The knowledge we were taught was very narrow and only one way of learning was accepted (not always). We did participate in field trips that were catered to the student’s likes. Some of my science classes allowed us to choose our assignments and allowed for creativity.
During my secondary school experiences, I have mostly seen constructivism reflected in my learning. I am being taught about varying cultures and their points of view and knowledge. As well as other social justice issues related to education. This in turn is allowing me to become more aware of oppression and marginalization. I feel this is allowing me to become a teacher with an inclusive pedagogical teaching practice. I am finding most of the assignments and activities in secondary school are more to my liking/choice and allow for me to be creative in how I choose to complete them. I feel there is more of a student, teacher, peer relationship when it comes to the curriculum and assessment as well.
References
2.2 Epistemology and theories of learning
2.3 Objectivism and behaviourism
Robin,
Thank you for your descriptions of each of the learning theories. I agree with your statement that constructivism is found more in the humanities. As someone who entered education after getting my science degree, I find that the courses that incorporate constructivism ideas require more work by me. I am used to learning the “facts” associated with science and have not really thought about the “why” or what it means in the long-term. This is something I need to consider as I move into the classroom next year for my internship. Although I will be working in a Grade 1 room, and it is necessary to have some foundational learning that may be achieved quicker by using a behaviourism theory, incorporating ideas found in cognitivism and constructivism with help develop student learning as well. Learning is not achieved in a vacuum and both our students and we will benefit from having a broader view.