theories of learning1

8/2/2019 Theories of Learning1

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Learning TheoriesLearning Theories

in Socialin Social

PerspectivePerspective


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III) Learning theories based onIII) Learning theories based on

Social PerspectiveSocial Perspective

Social or NeobehaviourismSocial or Neobehaviourism

- suggested that learning theory should- suggested that learning theory should

integrate behaviourism and cognitiveintegrate behaviourism and cognitiveperspective.perspective.

prominent social psychologist fromprominent social psychologist from

- Albert Bandura (1925-) a Canadian- Albert Bandura (1925-) a Canadianemphasized learning through theemphasized learning through theobservation and imitationobservation and imitation i.e.i.e. modellingmodelling..


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Social Learning TheorySocial Learning Theory

states that learningstates that learningis the interactionis the interaction

between anbetween anindividuals intrinsicindividuals intrinsicmotivation andmotivation andbehaviour with hisbehaviour with hisenvironment.environment.

Behaviour

Individual

Environment

Figure 3.42: Interaction among individualFigure 3.42: Interaction among individual

characteristics, behaviour andcharacteristics, behaviour and

environment in social learning process.environment in social learning process.


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Three Basic Elements in SocialThree Basic Elements in Social

Learning (Social Cognitive) TheoryLearning (Social Cognitive) Theory

E

Environment(external stimulus)

B

Behaviour(individuals respond

or action)

IIndividual Process(Intrinsic motivation - drive, interest,cognitions, expectations, beliefs etc)


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ExampleExample

- Katie is learning to high jump (- Katie is learning to high jump (BB))

because her school offers coaching (because her school offers coaching (

EE

))

and she believes she could be good at itand she believes she could be good at it

((II). Suggestions from her coach (). Suggestions from her coach (EE) and) and

improved skill at the sport (improved skill at the sport (BB) increase her) increase her

confidence (confidence (II).).


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Banduras Modelling TheoryBanduras Modelling Theory

From an experiment of a group ofFrom an experiment of a group ofkindergarten children (age 3-6 years)kindergarten children (age 3-6 years)proved that children normally imitate theproved that children normally imitate thebehaviour they have observed.behaviour they have observed.

ThusThus model imitationmodel imitation is the result ofis the result ofobservation from behaviour by otherobservation from behaviour by otherpeople.people.

Learning through observation is a basicLearning through observation is a basicform of human behaviour.form of human behaviour.


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Banduras Modelling TheoryBanduras Modelling Theory

Observation learningObservation learningoccurs when anoccurs when an

individuals reaction is influenced byindividuals reaction is influenced by

observation of others, known as models.observation of others, known as models.

ModelModel = people who has been observed.= people who has been observed.

ModellingModelling = learning process through= learning process through

observation of the models behaviour.observation of the models behaviour.


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Example: Learning dancingExample: Learning dancing


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Learning Process throughLearning Process through

Observation (Modelling)Observation (Modelling)

Banduras (1986) four basic elements inBanduras (1986) four basic elements in

the learning process through observationthe learning process through observation

areareI. AttentionI. Attention

II. RetentionII. Retention

III. ReproductionIII. Reproduction

IV.Motivation/ReinforcementIV.Motivation/Reinforcement


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Observation (Modelling)Observation (Modelling) cont.cont.

I. AttentionI. Attention Learning only occur when there isLearning only occur when there is

concentrationconcentration while observing.while observing.

Factors influencing attention are:Factors influencing attention are:

- characteristics of model (age, status,- characteristics of model (age, status,

value and relationship with observer)value and relationship with observer)

- its advantages- its advantages

- observers skill- observers skill


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II. RetentionII. Retention sustain the behaviour observed in his memorysustain the behaviour observed in his memory

by usingby using languagelanguage andand imaginationimagination language; we remember the right words andlanguage; we remember the right words and

phrasesphrases

Imagination; we can think and visualizeImagination; we can think and visualize


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III. ReproductionIII. Reproduction enable individual toenable individual to repeatrepeat his imitatedhis imitated

behaviourbehaviour depends on his physical ability anddepends on his physical ability and

psychomotor of his imitating and memorizingpsychomotor of his imitating and memorizing

skillskill


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IV. Motivation/ ReinforcementIV. Motivation/ Reinforcement satisfactionsatisfaction andand positive rewardpositive reward willwill

encourage the individual to imitates andencourage the individual to imitates and

repeats the observed behaviour.repeats the observed behaviour.

may not repeat the behaviour if he wasmay not repeat the behaviour if he was

punished or scoldedpunished or scolded

Imitated behaviour will be repeated if thereImitated behaviour will be repeated if thereare direct, vicarious reinforcement, positiveare direct, vicarious reinforcement, positive

self-concept and self-regulation.self-concept and self-regulation.


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Processes of observation learningProcesses of observation learning

modellingmodelling

AnnabelleAnnabelle observesobservesMichelle greets theMichelle greets the

teacher inteacher in

the morningthe morning

Reinforcement:Reinforcement:

Teacher repliesTeacher replies

and smiles backand smiles back

Imitation:Imitation:

Tendency of AnnabelleTendency of Annabelleto greet the teacherto greet the teacher

strengthenedstrengthened..

Note: If negative behaviour was observed the individual will learn tooNote: If negative behaviour was observed the individual will learn too

if he is unable to justify whether the behaviour good. Example: smokingif he is unable to justify whether the behaviour good. Example: smoking


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Characteristics of BandurasCharacteristics of Banduras

Modelling TheoryModelling Theory

ObservationObservation andand imitationimitation are the mainare the mainlearning components.learning components.

Models behaviourModels behaviour

can be learned.can be learned.

SatisfactionSatisfaction andand positive reinforcementpositive reinforcementenable pupils to imitate skill of his modelenable pupils to imitate skill of his modeland master the skill.and master the skill.

Learning process covers observation,Learning process covers observation,thinking, memory, imitation and endedthinking, memory, imitation and endedwith positive reinforcement.with positive reinforcement.


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Implications of Banduras ModellingImplications of Banduras Modelling

Theory in Teaching and LearningTheory in Teaching and Learning

SkillfulSkillful andand interestinginteresting presentation frompresentation from

the teacher will become a role model forthe teacher will become a role model for

pupils to follow.pupils to follow. Teachers demonstration skill should beTeachers demonstration skill should be

clearclearso pupils can imitate easily andso pupils can imitate easily and

accurately.accurately. Teacher should showTeacher should show good qualitygood quality andand

high standardhigh standard work or examples to pupils.work or examples to pupils.


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Implications of Banduras ModellingImplications of Banduras Modelling

Theory in Teaching and LearningTheory in Teaching and Learning

Pupils who perform well can be invited toPupils who perform well can be invited to

become role models to do demonstration.become role models to do demonstration.

Teacher shouldTeacher should impart noble valuesimpart noble values ininpupils and use stimulation or role play topupils and use stimulation or role play to

demonstrate historical characters learneddemonstrate historical characters learned

by pupils.by pupils. Teacher can use story and real lifeTeacher can use story and real life

incident to motivate pupils learning.incident to motivate pupils learning.


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Learning TheoriesLearning Theories

inin ConstructConstructivismivismPerspectivePerspective


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IV) Learning Theory ofIV) Learning Theory of

ConstructivismConstructivism

According to Von Glaserfeld (1991), theAccording to Von Glaserfeld (1991), theconcept of constructivism is based onconcept of constructivism is based on

- Knowledge can be formed by individuals- Knowledge can be formed by individualsown initiatives (in the mind).own initiatives (in the mind).

- The aim to form knowledge is to adapt- The aim to form knowledge is to adapt

oneself in the environment.oneself in the environment.- Result of individual actual experience is- Result of individual actual experience isthe process of knowledge formation.the process of knowledge formation.


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Theory of ConstructivismTheory of Constructivism

originated from Piagets Cognitiveoriginated from Piagets Cognitive

Development Theory and Vygotskys ZoneDevelopment Theory and Vygotskys Zoneof Proximal Development (ZPD).of Proximal Development (ZPD).


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Theory of ConstructivismTheory of Constructivism cont.cont.Psychologist PiagetsOpinion Vygotskys opinion

Source ofknowledge

Practical

Useful

Advocate (Promoter) ofsocial constructivism.

Focus mainly in the

mental adaptations

Children's mind (cognitive)

develop in response tosocialand culturalinfluence.

See children asindependent explorersdeveloping their mindthrough their experimentwith the world of objects.

See children as socialbeingsdeveloping theirmind (zone of proximaldevelopment) throughinteractions with parents,teachers and otherknowledgeable mentors.


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Theory of ConstructivismTheory of Constructivism cont.cont.

Psychologist Piagets Opinion Vygotskys opinion

Example Teacher coachesBen on how to foldpaper to make apaper airplane. Benmay repeats herwords to himself laterwhen he tries to

construct a plane.

Mary observescarefully how herteacher solves aaddition problem inMathematics. Shewill then try toremember the

language and skilltaught in hermemory.


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Vygotskys Learning TheoryVygotskys Learning Theory Cognitive development is aCognitive development is a socialsocial process andprocess and

shaped byshaped by sosioculturalsosiocultural context .context . It occurs and grows out of childrensIt occurs and grows out of childrens interactionsinteractions withwith

members of their culture.members of their culture. Is similar to Banduras observational learning.Is similar to Banduras observational learning.

However, in vygotskys view, children do not justHowever, in vygotskys view, children do not justimitate models, instead they and their social partnersimitate models, instead they and their social partnersco-constructco-construct the knowledge throughthe knowledge through collaborationcollaboration thatthatallow children to internalize theallow children to internalize the tools of thinkingtools of thinking..

Have stronger effect on education, serving as a basisHave stronger effect on education, serving as a basis

for educational approaches in tutoring or coachingfor educational approaches in tutoring or coachingpupils by knowledgeable mentors.pupils by knowledgeable mentors. However, it pay little attention to biological influencesHowever, it pay little attention to biological influences

and differences among individuals within the sameand differences among individuals within the samecultural context.cultural context.


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Vygotskys Learning TheoryVygotskys Learning Theory cont.cont.

ThroughThrough guidedguided participation, childrenparticipation, children

learn problem solving techniques fromlearn problem solving techniques from

knowledgeable partners sensitive to theirknowledgeable partners sensitive to their

zone of proximal development (zone of proximal development (ZPDZPD).).

ZPDZPD = the difference between what a child= the difference between what a child

can accomplish alone and with a partnercan accomplish alone and with a partner

(capacity of learning)(capacity of learning)


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Zone of Proximal DevelopmentZone of Proximal Development

(ZPD)(ZPD) Vygotsky believed that each individual has his ownVygotsky believed that each individual has his own

zone of proximal development.zone of proximal development. The larger the ZPD, the greater the potentialThe larger the ZPD, the greater the potential

development or vice versa.development or vice versa.

Knowledge form through the process ofKnowledge form through the process ofinter-influenceinter-influencebetweenbetween previousprevious learning andlearning and newnew learning.learning.

During the process of learning, pupils create knowledgeDuring the process of learning, pupils create knowledgeby actively involving themselves in using previousby actively involving themselves in using previous

experience to solve any contradiction arise toexperience to solve any contradiction arise tounderstand new information.understand new information.

ExampleExample: pupils in year three may use the: pupils in year three may use themathematical skills they had learned in year two tomathematical skills they had learned in year two to

solve their mathematical questions.solve their mathematical questions.


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Processes of children incorporating what skilled partnerProcesses of children incorporating what skilled partner

say to them into what they say to themselves (ZPD)say to them into what they say to themselves (ZPD)

Social speechSocial speech Private speechPrivate speech

Thinking of individualThinking of individual

Cultures preferredCultures preferred

tools oftools ofproblem solvingproblem solving

Inner speechInner speech

transformedtransformed


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Zone of Proximal DevelopmentZone of Proximal Development

(ZPD)(ZPD) In addition, Theory of Constructivism alsoIn addition, Theory of Constructivism also

emphasized the metacognitive developmentemphasized the metacognitive developmentprocess i.e. an operation to direct and controlprocess i.e. an operation to direct and controlskill with cognitive process.skill with cognitive process.

This involves inThis involves in guidingguiding pupils to look for itspupils to look for itsmeaning in planning, directing evaluating andmeaning in planning, directing evaluating andinterpreting their thinking.interpreting their thinking.

Thus in order to achieve effective learning,Thus in order to achieve effective learning,pupils need to plan their learning strategy,pupils need to plan their learning strategy,evaluate and reflect on what they have learned.evaluate and reflect on what they have learned.


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Vygotskys Zone of ProximalVygotskys Zone of Proximal

Development (ZPD)Development (ZPD)

Therefore, pupils performance under theTherefore, pupils performance under the

help of adults or cooperation from peershelp of adults or cooperation from peers

can achieve acan achieve a higherhigherlevel of potentiallevel of potentialdevelopment, whichdevelopment, which beyondbeyond pupilspupils

independent ability to achieve.independent ability to achieve.


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To summarizeTo summarize

An individual actively participating inAn individual actively participating inlearning should base on constructivism.learning should base on constructivism.

The process of acquiring knowledge is notThe process of acquiring knowledge is not

fixed, it develops and evolves.fixed, it develops and evolves. Knowledge is use as a mean to rationalizeKnowledge is use as a mean to rationalize

the action and experience an individualthe action and experience an individual

goes through.goes through. Even in the same situation, the knowledgeEven in the same situation, the knowledge

acquired may vary for every individual.acquired may vary for every individual.


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Implications of Theory of Constructivism inImplications of Theory of Constructivism in

Teaching and Learning.Teaching and Learning.

1)1) Teacher as advisor, facilitator and planner,Teacher as advisor, facilitator and planner,while pupils play the main role in learningwhile pupils play the main role in learningprocess.process.

2)2)

Cooperative and collaborative model is theCooperative and collaborative model is themost suitable teaching-learning method.most suitable teaching-learning method.

3)3) Pupils knowledge and awareness influence thePupils knowledge and awareness influence theprocess of cognitive development.process of cognitive development.

4)4) Assist pupils to use acquired knowledge toAssist pupils to use acquired knowledge torelate and apply to learning of new knowledge.relate and apply to learning of new knowledge.

5)5) Foster intrinsic motivation for pupils to showFoster intrinsic motivation for pupils to showinitiative in learning.initiative in learning.


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Implications of Theory of Constructivism inImplications of Theory of Constructivism in

Teaching and LearningTeaching and Learning cont.cont.

6)6) Format and instruments of evaluation ofFormat and instruments of evaluation ofknowledge acquired should beknowledge acquired should beconstructed by teacher and pupilsconstructed by teacher and pupils

together.together.7)7) Teacher encourages pupils to use criticalTeacher encourages pupils to use critical

and creative thinking skill andand creative thinking skill andmetacognitive skill to solve problemmetacognitive skill to solve problem(think and make reflection on the result(think and make reflection on the resultand achievement).and achievement).


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