Learning Theories and Integration Models
|
Theorist |
Directed/Constructivist |
Summary of Theory |
|
B.F. Skinner |
Directed (Behaviorist, Objectivist) |
Contrary to previous theories that focused on classical conditioning, Skinner focused on operant conditioning. Operant conditioning believes that behavior is controlled by the consequences received by an individual after performing an action. A consequence can come in the form of positive reinforcement, negative reinforcement, or punishment. Positive reinforcement, uses desired stimuli, such as praise and good grades, to increase a desired behavior. Negative reinforcement removes undesired stimuli, such as detention or chores, to also increase desired behaviors. On the other hand, punishment issues undesirable consequences, such as a failing grade, in order to decrease the undesired behavior of cheating. |
R. Gagne Image retrieved from: http://home.earthlink.net/~dougary/ITEC_ 800/final_project/gagne.htm |
Directed (Behaviorist, Objectivist) | Gagne focused on the work of behavioral and information-processing theorists in order to create instructional methods based on learning theories. His goal was to provide teachers with tools for directed instruction, and his contributions include events of instruction, types of learning, and learning hierarchies. Events of instruction, is a set of guidelines that teachers can follow to implement favorable learning conditions. However, the events of instruction may need to be modified based on students' types of learning, which is determined through students behavior after learning new material. Gagne also developed learning hierarchies that describe learning as a building process, in which lower level skills are a necessary foundation for the attainment of upper level skills. |
J. Dewey  Image retrieved from: http://www.philosophypages.com/ph/dewe.htm |
Constructivist | John Dewey, often considered the "Grandfather of Constructivism," believed that the key to learning relied on the connection between curriculum and social experience. Therefore Dewey believed that students curriculum should be determined based on their life experiences. This approach to learning allowed students to connect their social experiences to the curriculum being learned. Additionally, Dewey believed that learning should take a hands-on-approach. |
L. Vygotsky  Image retrieved from: http://home.earthlink.net/~dougary/ITEC_ 800/final_project/vygotsky.htm |
Constructivist | Lev Vygotsky believed that cognitive development was directly related to the learners surrounding environment, including culture and societal influences. Two of Vygotsky' concepts that supported constructivist approaches to education are the zone of proximal development and scaffolding. Zone of proximal development refers to the cognitive level of a learner who can not complete a specific task independently, however can be successful with the assistance of someone more competent. The assistance provided to the learner from the more competent teacher is referred to as scaffolding, or the building process. |
J. Piaget Image retrieved from: http://www.ship.edu/~cgboeree/ai.html |
Constructivist | Jean Piaget believed that there were four stages of cognitive development, and progression from one stage to another was accomplished when the existing schema was adapted to fit the new information. A schema is the way that a learner views their environment. Within each stage, learners are faced with new and unfamiliar features that do not fit into their existing schemas. Learners can process the new information in one of two ways. Assimilation, which is when a learner fits new information into the existing schema, or accommodation, which is when a learner adapts the existing schema to incorporate the new information. |
J. Bruner  Image retrieved from: http://rcswww.urz.tu-dresden.de/~dornhoef/pioneers.htm |
Constructivist | John Bruner believed that students were more apt to understand information that they discovered through their own exploration. This type of learning is referred to as discovery learning, which is when a learner seeks out information in the environment through experiments, manipulation of objects, and exploring. |
S. Papert  Image retrieved from: http://www.dean.usma.edu/math/activities/cape/ Constructivism/501papert.htm |
Constructivist | Seymour Papert felt that cognitive development increased as the learner developed new thoughts and ideas through exploration. He was a strong supporter of discovery learning, and incorporating technological devices, such as Logo, to further exploration. Additionally, Papert believed that learners often acquired new ideas while attempting to satisfy a personal need. |
H. Gardner  Image retrieved from: http://www.infed.org/thinkers/gardner.htm |
Constructivist | Howard Gardner takes constructivism to the next level by defining types of intelligence and how they effect cognitive development. Types of intelligence are determined by the learner's educational characteristics. For example, a learner with a linguistic type of intelligence, is able to use language effectively and write clearly. Gardner believes that teachers should determine their students' types of intelligence and use activities that make the most of those particular abilities. |
Comparison of Directed and Constructivist Leaning Theories
|
Directed/Behaviorist |
Constructivist |
| Directed/ Behaviorist theories believe that cognitive development is directly related to behavioral and cognitive theories. Learning occurs when a student receives information from a teacher that us transmitted and stored in memory. | Constructivist theories believe that cognitive development is directly related to the learner's social experiences. Learning is self- generated and occurs when a student participates in experience-based activities, such as experiments. |
| Teachers transmit knowledge through structured experiences. | Teachers assist students as they generate their own knowledge. |
| Students receive information. | Students discover information. |
| Activities include, lectures, student practice, seatwork, and testing. | Activities include, group projects, hands-on experiments, and exploration. |
| Assessments are the same for all students, and measure whether the product meets specific criteria. | Assessments may differ for each student, and measures the quality of the product related to the students progression. |
Reference
Roblyer, M.D. & Edwards, J., (2003). Integrating Educational Technology into Teaching (Third Edition). Upper Saddle River, NJ: Prentice Hall.