Blog Entry 4:  March 8, 2018

Response:  Constructivism and learning theories

How can information from learning theory (behaviorism, cognitive learning, social cognitive learning, constructivism) inform and contribute to the development of your teaching practice?

            Several learning theories have guided our educational practices over the last 100 years, and we can learn something from each.

Behaviorism is based on the theories of B.F. Skinner, an American psychologist who believed that learning was a result of external stimuli.  This placed the child as a passive participant, and teachers relied on rewards and clearly defined goals to motivate the learner.  This method has been useful for helping children learn facts, but some educators question whether it stimulates deeper learning (Koch, p. 72).

Cognitive learning theories place the learner as a more active participant than behaviorism, and describe stages of mental development.  The Swiss scientist Jean Piaget was a leading member of this movement, and he showed that children go through distinct developmental stages.  At each developmental stage the child is capable of a particular type of learning, and the child advances from sensory impressions to generalized concepts and finally abstractions (Koch, p. 73).   A version of cognitive learning theory called discovery learning suggests that children need to discover important concepts at different levels.

Social cognitive learning recognizes the value of social interactions in the learning process.  It considers the student’s mental processes, but it also considers the social environment around the student.  Social context affects how people learn, and a lesson or a story would be very different in different parts of the world.  A common theme with social cognitive learning is that the teacher is a model, and is copied by the students.  Students also learn from their peers, their parents and social media.

Constructivism proposes that for real learning to occur, a student has to internalize information and create mental schemes to explain it.  When students participate in the learning process they learn more and retain more.  Constructivism often involves group work, and gives the learner time to explore concepts and develop associations.  It is most effective when we understand individual student backgrounds and needs, and when the teacher can tailor the project to the student (Koch, p. 76).

Each of these theories has a place in the classroom, but different approaches produce different results.  The theory of behaviorism works with direct instruction, because both approaches use the teacher as the expert and center of knowledge, and the students are passive vessels who need to be filled with facts.  This is an excellent method for relaying facts and basic content information.  Behaviorism is not effective at explaining active learning, where the student is more involved and participates in the learning process.

Cognitive learning theories are more effective at helping the student learn and retain information, and can be very useful in the classroom.  They are somewhat learner-centered, and require active participation by the learner.  They tend to be used on larger projects where the student is involved with learning and decisions.  The cognitive development theories of Piaget help teachers decide when students are ready to start a particular type of learning.  As examples, cognitive theorists tell us that we shouldn’t try to teach a two year old to read because the child’s brain is not ready to accept these concepts.  Cognitive learning also explains that my third grade class should be able to make generalizations about concepts.  Social cognitive learning theory is useful because it points out the benefit of group work and group dynamics.  Social interactions can be used to enhance learning, and as a teacher I need to be aware of my students and their social needs.  A group project or a think-pair-share will involve the students in the lesson and have better outcomes.

Constructivism is the most recent learning theory, and comes closest to explaining how people learn (Koch, p. 75).  Constructivism will have a large impact on my teaching practices, because it helps students solve problems at a higher level.  A robust mental scheme can explain processes and larger patterns, and helps the student solve new problems when they are encountered.  Constructivism is best for large projects and longer timelines, because it lets learners explore a subject and develop a mental scheme for a process.

Send problems/comments/suggestions to: tcHorner@csuchico.edu

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