Characterising Learning in Constructivist & Behaviourist Perspectives

Abstract

Learning is one of the most important topics in present-day psychology, yet it is an extremely difficult concept to define.' (Hergenhahn and Olson, 2005: 3). In an attempt to define it, scholars have developed a number of theories that try to explain and identify learning activity. Understanding the foundations of psychological and theoretical learning is fundamental for teachers and educational experts to understand how learners develop their tasks, skills or knowledge. (Richardson, 1997). In addition, it helps them to choose and select proper materials and teaching methods matching the learner's needs and maturity. (Driscoll, 1994). This essay will attempt to shed light on learning from the perspectives of behaviourism and constructivism, critically and in terms of their origins and development as well as their practice in the educational domain, in classrooms in particular. Finally, a conclusion will be drawn.

Table of Contents

Introduction: What is Learning4

Behaviourism5

Principles Of The Behavioural School & Learning6

Each stimulus has a respons6

Operant Conditioning6

Practice6

Reinforcement or Reward7

Drive7

Learning through Imitation and Observance8

Punishment8

A Note On Constructivism9

Definition Of Terms10

Behaviourist Theories Of Learning11

Cognitivist Theories Of Learning13

Constructivist Theories15

Constructivism in Instructional Practice20

Criticism of Constructivism21

The Significance Of Professional Development And Support22

Conclusion24

References27

Characterising Learning in Constructivist & Behaviourist Perspectives

Introduction: What is Learning 'Learning is one of the most important topics in present-day psychology, yet it is an extremely difficult concept to define.' (Hergenhahn and Olson, 2005: 3). In an attempt to define it, scholars have developed a number of theories that try to explain and identify learning activity. Understanding the foundations of psychological and theoretical learning is fundamental for teachers and educational experts to understand how learners develop their tasks, skills or knowledge. (Richardson, 1997). In addition, it helps them to choose and select proper materials and teaching methods matching the learner's needs and maturity. (Driscoll, 1994). This essay will attempt to shed light on learning from the perspectives of behaviourism and constructivism, critically and in terms of their origins and development as well as their practice in the educational domain, in classrooms in particular. Finally, a conclusion will be drawn.

In the context of this paper, it is suggested that learning should be seen in terms of cognitive change. That is not to suggest that other learning of an affective or psychomotor sort is not of importance, or that interactive multimedia does not provide for such learning, but rather, in tertiary contexts at least, cognitive development in learners is perhaps the central aim of most instruction. Laurillard (1993) describes the academic knowledge necessary to cognitive development in domains studied at tertiary level, as being different to other levels or types of knowledge, particularly everyday knowledge. That is, learning at tertiary level necessarily includes not only learning knowledge in realworld contexts (experiential learning) but also learning others' descriptions of the world (academic learning) (Saljo, 1984).

Behaviourism

'The behaviorist learning orientation is particularly useful for the development of competencies and for demonstrating technical or psychomotor skills. This learning theory is most advantageous when a change in behavior is the desired outcome of an ...