Running head: LEARNING THEORY AND THE EDUCATIONAL PROCESSES
Learning Theory and the Educational Processes
Monica R. Woods
CUR/711
University Of Phoenix
1
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
2
Abstract
This paper is to summarize the learning theories behaviorism, cognitivism, constructivism, social
cognitivism, humanism, and moral development. It is intended to describe key concepts of each
learning theory discovered through the course readings and further examination of learning
theories. This paper will also identify major theorists that are identified as contributors to of each
theory and introducing them to science and society. This summary will also include some
identified strengths and weaknesses of each theory. Finally, this paper is will discuss each theory
and how educators can use these theories to optimize the learning processes and experiences of
students in the classroom setting.
Keywords: learning theory, behaviorism, cognitivism, constructivism, classroom, and
instruction
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
3
Learning Theory and the Educational Processes
Today’s classroom instruction requires educators to go beyond the systematic execution
of basic pedagogical steps of instructional design. The necessity to close the gap between
learning theories and educational practices has been discussed amongst researchers for since the
late 1900's (Ertmer and Newby, 2013). According to Ertmer and Newby, researchers have
expressed a strong need to giving an engineering analogy to science and math content to translate
theory into practice. Educators must have a clear understanding of various learning theories to
consider the benefits associated to strategies of instruction in the classroom. Learning theories
discussed in this paper, behaviorism, cognitivism, and constructivism, offer strategies that can
bringing clarity, direction, and focus to designing and implementation of instruction that align
with student learning.
Behaviorism
Behaviorism is a learning theory that dates back to Plato’s ideas of the mind being the
basic principle of reality (Gredler, 2009). Gredler discussed other behaviorists to include
Aristotle, Ivan Pavlov, John B. Watson, B.F. Skinner, and Edward Thorndike. According to
Mergel (1998), Pavlov was most noted by his work with a dog, a bell, and food, which brought
us classical conditioning. John Watson took Pavlov’s idea and studied human behavior (Mergel).
Watson demonstrated classical conditioning using a baby and a white rat associating a loud noise
to the baby touching the white rat. Mergel described B. F. Skinner as a behaviorist that
associated rewards or positive behavior, called operant conditioning, to the stimulus-response
pattern, which he saw as a way to condition behavior. Edward Thorndike held a behaviorist
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
4
belief stating that a bond was established between stimuli and responses when the response was
positive (Mergel).
Cognitivism
Where behaviorism focuses on observable behaviors, cognitivism, on the other hand,
focuses on the internal processes of the mind. Cognitivists such as Vygotsky, Bruner, Piaget,
Dewey, and Gagne recognized learning went beyond observable behaviors (Gredler, 2009).
Cognitivists believe that learning takes place when associations can be made cognitively with
repetition. Gredler states that key concepts of cognitivism include schema, which is internal
knowledge with existing cognitive structures. It also includes a three-stage information process
involving sensory register, short-term memory, and long-term memory. Cognitivist concepts also
use meaningful effects that make information easier to learn and remember. Serial position
effects make it easy to remember information sequentially from beginning to end and. Practice
effects that employ practicing and rehearsing to improve retention. Transfer effects of prior
learning to learning new information is another concept of cognitivism. Concepts also include
the interference effect where prior learning interferes with learning new knowledge, organization
effects when the learner categorizes input to make information easy to remember. Another
commonly used concept is mnemonic effects, which involves using strategies to place
meaningless input into meaningful images or context (Mergel, 1998).
Constructivism
Constructivists such as Piaget, Bruner, Vygotsky, Dewey, Vico, and Rorty view learning
as the building of knowledge through doing (Gredler, 2009). Constructivism learning theory
states that knowledge is based on individual experiences and cannot be passed from one learner
to another. Constructivism assumes that learning is adaptive, is positional, is constructed by the
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
5
learner, is resistant to change, and is social (Yilmaz, 2008). Constructivist learning is seen in
self-directed learning environments where student activity is hands-on and reflecting.
Constructivism shows a focus on the learner constructing knowledge within a social context
(Yilmaz, 2008).
Strengths and Weaknesses
The strengths and weaknesses of learning theories vary based on the learning outcomes
of the learner. The strengths of behaviorist learning are rooted in the goals to be met, and learner
focus on achievement (Ertmer and Newby, 2013). The weakness in behaviorism is in the
effectiveness of stimuli-response. If the stimuli-response lacks the appropriate incentive, then the
desired behavior may not appear. The strengths of cognitivism are that instruction potentially
derives meaningful learning for longer impact on the learner and is well suited for higher levels
of learning (Yilmaz, 2008). The weakness of cognitivism lies in the schemas that help make
learning meaningful. According to Ertmer and Newby (2013) learners are at a disadvantage
when schemas or prior knowledge are not present. Constructivism theory is strengthened by the
ability to present content in various ways. Constructivist learners can develop and present new
information and knowledge in an active learning way (Baumgartner and Duncan, 2009).
Constructivism is weakened by individual interpretation and interests make it difficult to assess
learning outcomes.
Conclusion
In conclusion, each learning theory demonstrates the possibility to have a positive effect
on student learning and the acquisition of knowledge. Behaviorism has the strategies that
teachers can employ to develop rules and guideline that set up a classroom environment that is
nurturing and encourages learning. The cognitive theory allows teachers to develop learning
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
activities to teach students problem-solving and reasoning skills. Constructivism turns a
classroom into an environment that teaches to individual learning styles and empowers the
learner to construct meaning based on individual experiences. Where one theory can improve
learning based on desired outcomes, a mix of theories can be the answer to the instructional
dilemma of the teacher to individual learning styles.
6
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
References
Baumgartner, E., & Duncan, K. (2009). Evolution of students' ideas about natural selection
through a constructivist framework. The American Biology Teacher, 71(4), 218.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical
features from an instructional design perspective. Performance improvements quarterly, 26(2),
43-71. doi:10.1002/piq
Gredler, M. E. (2008). Learning and instruction: Theory into practice, 6th edition. [VitalSource
Bookshelf version]. Retrieved from
http://legacy.vitalsource.com/books/9781323145135/outline/4
Learning for the 21st Century (2012, December 30). Use A Learning Theory [Video file]. Retrieved
from Youtube website: https://www.youtube.com/watch?v=Xa59prZC5gA&feature=youtu.be
Mergel, B. (n.d). Learning theories of instructional design. Retrieved from
http://http//etad.usask.ca/802papers/nergel/brenda.htm
Yilmaz, K. (2008, Spring). Cognitivism: its theoretical underpinnings, variations, and implications for
classroom instruction. Educational Horizons,161-172.
Retrieved from http://files.eric.ed.gov/fulltext/EJ798521.pdf
7
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
8
Theory Chart, Part 1
CUR/711
Monica R. Woods
Distinguishing Elements to
Question
How does learning occur?
What is the role of
memory?
What factors influence
learning?
What types of learning are
best explained by the
theory?
Who are major Theorists?
Behaviorism
Cognitivism
Association between stimuli
& response
Structured acquisition of
knowledge
Memory place less of a role;
practice or review shows
readiness of response
Environmental, the learner
Storage, retrieval & encoding
information
Building and strengthening
use of instructional cues,
practice, reinforcement
Aristotle
Ivan Pavlov
John B. Watson
B.F. Skinner
Edward Thorndike
Reasoning, problem-solving,
& information processing
Schema, prior experiences
Lev Vygotsky
Jerome Bruner
Jean Piaget
John Dewey
Robert Gagne
Constructivism
Creating meaning from
experience; build interpretation
from experiences
Pre-existing knowledge with new
experiences
Environment, social interactions,
cultural exposure
Collaboration, social, inquiry
Lev Vygotsky
Jean Piaget
John Dewey
Giamattista Vico
Richard Rorty
(Ertmer & Newby, 2013; Gredler, 2009)
Behaviorism
Behaviorists view learning as a process of behavior that is taught and can be modified based on the associated stimuli and consequences of the behavior (Gredler, 2009). Behaviorism is observable
actions that change in response to a specific environmental cause resulting in an effect from such behavior (Gredler, 2009).
Cognitivism
Derived from Behaviorism, Cognitivism refers to the study of the mind in learning. Theorist made a shift in believing that not all learning happened through changing and shaping behavior.
Cognitivism focuses on how the mind takes in, processes, and stores information (Ormrod, 2014). Learners in a cognitivist environment are active in their learning while the mind works as a
computer processing and storing information (Ormrod, 2014).
Constructivism
Constructivism is learning that takes place in the form of learners building their own knowledge through hands on activities (Baumgartner and Duncan, 2009). Following the constructivist theory,
learners draw from prior knowledge current worldviews to discover new ideas and move to new worldviews that can accept new concepts (Baumgartner and Duncan, 2009).
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
9
8.2
9 Possible Points
Individual: Theory Chart, Part I
Feed Forward
One thing you should do as we progress in this course is to make connections of the learning of each week with
the new week and new assignments. They all will lead up to your final major assignment. Hope all continues in
this direction.
Doctoral Paper Grading Rubric
Criteria
Percents
Possible
Points
Points
Earned
Depth Of Scholarship
10%
0.9
0.9
0.5
0.5
0.1
0.1
Paper summarizes each theory
0.1
0.1
List at least 5 theorists in each category
Includes supporting research for each theory
type
0.1
0.1
0.1
0.1
1.35
0.9
Demonstrated originality of thought in the
design of the graphic organizer
Enlarged upon researched authors’ points of
view.
0.45
0.45
0.45
0.45
Indicated ways that one might be able to
utilize the graphic organizer
0.45
0
1.35
1.1
0.68
0.55
0.67
0.55
1.35
1.35
Supported the theories described with peerreviewed literature.
0.67
0.67
Used appropriate, timely, and adequate
literature.
0.68
0.68
1.35
1.35
Comment
Assignments should represent the learner’s
careful, thoughtful efforts to cover the key
elements of the topic thoroughly. Content
should go beyond mere description or
regurgitation. The work should be thematic
and based on an analytical framework of the
learner’s choosing.
Key Elements
Word count range for thesis paper: 750 1200 words for the thesis portion of the
paper.
Has the graphic organizer illustrating
clarifying behaviorist, constructivist, and
cognitive learning theories
Originality of ideas and research
Theoretical and conceptual
framework
15%
15%
Contributed substantive value to the
understanding of the graphic organizer
Related the theories and concepts to the
design
Use of literature
Substantive value
15%
15%
Contributed substantive value to the
understanding of the different theoretical
category
Presented information in a manner that would
convince others of the point of view
established.
Clarity and logic of presentation
Utilized a strong organizational structure.
10%
0.67
0.67
0.68
0.68
0.9
0.9
0.45
0.45
Covered the facts in a logical and consistent
manner.
0.45
0.45
You covered the content and referenced
your source adequately. The graphic
organizer was very well designed. Good
job! Be prepared to add the additional 3
theories in the WK 4 assignment and to
"dress" up your organizer to make a useful
tool for others to use. Pay attention to word
ranges.
You failed to connect the thesis section of
the paper to the development and use of
the graphic organizer. Explain the
usefulness of the graphic organizer and
connect your discussion to how the ideas
are related to the graphic organizer.
The connection of the information in each
area of the paper to the graphic organizer
would have strengthened this area as well.
Good use of course readings as well as
additional research. You will need
supporting research in your introduction
and conclusion when you add them to your
final draft.
The information gleaned from this
assignment will be useful when developing
the final paper. Keep it in mind as you
progress through this course. Hopefully,
you will see how the information connects
throughout the course.
The introductory and concluding sections
are very crucial when writing all your
papers. You did an excellent job writing
yours. Work on making sure that the thesis
section of the assignment focuses on what
is presented in the graphic organizer and
why the information was put in the graphic
organizer as you prepared it.
LEARNING THEORY AND THE EDUCATIONAL PROCESSES
Grammar and adherence to APA
format
20%
Sentences, paragraphs structures and words
used add to the organization of the
document.
Followed all rules governing grammar,
spelling, and standard usage of American
English.
Followed all formatting guidelines of APA 6th
ed.
Total Score
100%
1.8
1.7
0.6
0.6
0.6
0.6
0.6
0.5
9
8.2
10
The review in this area will be more
thorough when reviewing the WK 4
assignment. Be sure to use the CWE
WritePoint and plagiarism software before
posting the next paper.