Theories of Learning

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.