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Learning Theories

Learning Theories. Classical Behaviourist. Main exponents: Pavlov; Watson. Disapproved of introspection i.e. looking inside the mind Behaviour was legitimate subject matter as could be observed Aim is to describe, predict, control behaviour

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Learning Theories

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  1. Learning Theories

  2. Classical Behaviourist • Main exponents: Pavlov; Watson. • Disapproved of introspection i.e. looking inside the mind • Behaviour was legitimate subject matter as could be observed • Aim is to describe, predict, control behaviour • Believe that organisms behave in particular ways as a result of adapting to their environment • Behavioural adaption is made by associations - role of stimulus - response

  3. Neo Behaviourist • Main exponents: Skinner, Tolman, Gagne, Thorndike • Involves the concept that humans can decide to behave in a certain way • Operant conditioning is concerned with operants i.e. instrumental acts that have an effect on the environment • Concerned with reinforcement –extrinsic/intrinsic, social/material, positive/negative – needfor a schedule of reinforcement

  4. Gestalt • Main exponents: Koffka, Kohler, Wertheimer • Developed in Germany – early 20th Century • Translated means: configuration/pattern/form • Concerned with ability to perceive ‘wholes’ – ‘whole is greater than the sum of its parts’ • Emphasis is on perception of the world and highlights structure, previous experience, gaol setting, closure and insight (the penny dropping)

  5. Cognitive • Main exponents: Dewey, Bruner, Ausubel, Vygotsky, Piaget • Involves the study of mental processes e.g. perception, memory, decision-making • Focuses on the way children learn by acquiring and organizing knowledge • Considers ways children’s mental skills and abilities change over time and the impact this has on learning strategies • Concerned with cognitive and metacognitive strategies • Concerned with internal processesof knowing rather than stimulus – response – thus focuses on process – formation and use of concepts etc

  6. Humanist • Main exponents: Rogers; Maslow • Very much opposed to behaviourism • Interested in what makes us individual and unique – idea of a unique ‘self’ • Emphasis is on the teacher as a facilitator and on student centred learning

  7. Andragogy • Main exponent: Malcolm Knowles • A concept of adult learning • Based on the assumption that adults want to learn and learn when they they feel the need to learn – self motivation • Knowles highlighted the differences between pedagogy (children’s learning) and andragogy (adult’s learning) • Adults want involvement in the learning process • Learner’s experience is a great resource • Learning needs to be organised, sequenced, relevant and immediately applicable

  8. Multiple Intelligences • Main exponent: Harold Gardner • It’s a theory of human intelligence • Suggests at least 8 ways people perceive and understand the world • Each way is a distinct intelligence i.e. a set of skills allowing individuals to find / resolve genuine problems they face • Intelligences identified: verbal-linguistic; visual-spatial; body-kinesthetic; musical- rhythmic; interpersonal; intrapersonal; naturalistic; logical-mathematical

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