BEHAVIORIST PERSPECTIVE E. F. Skinner, conducted studies of observable behavior in the early 50s.He was an advocate of behaviorism and interested in new skills that were not reflective behaviors demonstrated by Pavlov’s famous salivating dog. Rewarding and reinforcing most wanted responses shapes behavior. The Learning Theory was based on series of experiments done with pigeons. It was reasoned that the same procedure could be done on humans. The results were coming out of planned instruction that later evolved into computer assisted instruction. The learning research in the earlier days was not precise, and logical that leads to the improvement of instruction and learning. Behaviorists do not wonder on the process for learning to take place but depends on the observable behaviors.
COGNITIVIST PERSPECTIVE There were many new contributions made to the learning theory which was created by cognitivists. They created models of how a learner received processed and manipulated information. Jean Piaget, a Swiss psychologist explored the mental processes individuals used to reply to their environment.. The way people think, solve problems and make decisions are Cognitivism. Practice strengthens the responsive of a stimulus. A mental model was created by the Cognitivists of short term and long term memory. New information is stored in the short term memory where it’s practiced until its ready to be stored in the long term memory. Information that’s unpracticed in the short term memory will fade away. When this happens, the long term memory must hold the information and skills in order for the learner to deal with complex tasks. Cognitivist perception of learning is much broader than behaviorist perspective of learning Students are able to work on their own without the help of a teacher once they start relying on their own cognitive strategies in using learning resources.
CONSTRUCTIVIST PERSPECTIVE This perspective deals with the engagement of students in meaningful experiences as the essence of experiential learning. Students transfer their passive information to active problem and discovery. Learners use their interpretation to create their own knowledge. A constructivist learner is uses prior knowledge to decode information. The teacher’s role is to demonstrate to the learner how to assemble knowledge. Students learn better when they are working on real task rather that is related to meaningful hands on experiences to deal with the real world.
SOCIAL-PSYCHOLOGICAL PERPECTIVE Social-psychologists focus on the effects of the social organization in the classroom. The questions to ask about a classroom is…. What learning situation takes place in the classroom? Sometimes it’s a small group, independent study or whole class and sometimes the classroom can be teacher or student centered with competition or cooperative structured. Robert Slavin beleved cooperative learning was more effective and socially beneficailly than competition and individualism learning. He developed several cooperation learning techniques to use for small-group, collaboration, learner controlled instruction and reward based on group accomplishment.
BEHAVIORIST PERSPECTIVE
ReplyDeleteE. F. Skinner, conducted studies of observable behavior in the early 50s.He was an advocate of behaviorism and interested in new skills that were not reflective behaviors demonstrated by Pavlov’s famous salivating dog. Rewarding and reinforcing most wanted responses shapes behavior. The Learning Theory was based on series of experiments done with pigeons. It was reasoned that the same procedure could be done on humans. The results were coming out of planned instruction that later evolved into computer assisted instruction. The learning research in the earlier days was not precise, and logical that leads to the improvement of instruction and learning.
Behaviorists do not wonder on the process for learning to take place but depends on the observable behaviors.
COGNITIVIST PERSPECTIVE
There were many new contributions made to the learning theory which was created by cognitivists. They created models of how a learner received processed and manipulated information. Jean Piaget, a Swiss psychologist explored the mental processes individuals used to reply to their environment..
The way people think, solve problems and make decisions are Cognitivism. Practice strengthens the responsive of a stimulus. A mental model was created by the Cognitivists of short term and long term memory. New information is stored in the short term memory where it’s practiced until its ready to be stored in the long term memory. Information that’s unpracticed in the short term memory will fade away. When this happens, the long term memory must hold the information and skills in order for the learner to deal with complex tasks. Cognitivist perception of learning is much broader than behaviorist perspective of learning Students are able to work on their own without the help of a teacher once they start relying on their own cognitive strategies in using learning resources.
CONSTRUCTIVIST PERSPECTIVE
This perspective deals with the engagement of students in meaningful experiences as the essence of experiential learning. Students transfer their passive information to active problem and discovery. Learners use their interpretation to create their own knowledge. A constructivist learner is uses prior knowledge to decode information. The teacher’s role is to demonstrate to the learner how to assemble knowledge. Students learn better when they are working on real task rather that is related to meaningful hands on experiences to deal with the real world.
SOCIAL-PSYCHOLOGICAL PERPECTIVE
Social-psychologists focus on the effects of the social organization in the classroom. The questions to ask about a classroom is….
What learning situation takes place in the classroom? Sometimes it’s a small group, independent study or whole class and sometimes the classroom can be teacher or student centered with competition or cooperative structured.
Robert Slavin beleved cooperative learning was more effective and socially beneficailly than competition and individualism learning. He developed several cooperation learning techniques to use for small-group, collaboration, learner controlled instruction and reward based on group accomplishment.