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Educational Theories
Educational Theories
Educational Theories
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1. Behaviorist Perspective
Classical Conditioning: Stimulus/Response
Ivan Pavlov 1849-1936 Classical Conditioning Theory
Behaviorism: Stimulus, Response, Reinforcement
John B. Watson 1878-1958 Behaviorism
Edward L. Thorndike 1874-1949 Connectivism
Edwin Guthrie 1886-1959 Contiguity Theory
B. F. Skinner 1904-1990 Operant Conditioning
William Kaye Estes 1919 - Stimulus Sampling Theory
Neo-behaviorism: Stimulus-Response; Intervening Internal Variables;
Purposive Behavior
Edward C. Tolman 1886-1959 Sign Theory & Latent Learning
Clark Hull 1884-1952 Drive Reduction Theory
Keneth W. Spence 1907-1967 Discrimination Learning
2. Cognitive Perspective: Learning as a Mental Process
Gestalt Learning Theory: Perception, Decision making, Attention, Memory,
& Problem Solving
Max Wertheimer 1880 -1943 Gestalt Learning Theory
Kurt Lewin 1890 - 1947 Field Theoretical Approach
Wolfgang Kohler 1887 - 1967 Insight Learning
Kurt Koffka 1887 - 1941 Gestalt Theory
Leon Festinger 1919 - 1989 Cognitive Dissonance
Information Processing and Computer Models
D.O. Hebb 1904 - 1985 Neurophysiologic Theory
George A Miller 1920 - Information Processing Theory
Allen Newell 1927 - 1992 General Problem Solver
Craik & Lockhart Levels of Processing
Allan Paivio 1941 - Dual Coding Theory
David E. Rumelhart 1942 - Interactive Activation with Competition
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Paradigms
Learning theories tend to fall into one of several perspectives or paradigms,
including behaviorism, cognitivism,
constructivism, and others. Here are some of the basic ones:
Behaviorism
Founders and proponents: John B. Watson in the early 20th century. B.F.
Skinner, Ivan Pavlov, and others.
Basic idea: Stimulus-response. All behavior caused by external stimuli (operant
conditioning). All behaviour can be explained without the need to consider
internal mental states or consciousness.Learner viewed as: Passive, responding
to environmental stimuli. Behavior may result in reinforcement (increased
likelihood that behavior will occur in the future); or punishment.
Cognitivism
Founders and proponents: Replaced behaviorism in 1960s as dominant
paradigm. Noam Chomsky.
Basic idea: Mental function can be understood .Learner viewed as: Information
processor.Cognitivism focuses on inner mental activities opening the black
box of the human mind. It is necessary to determine how processes such as
thinking, memory, knowing, and problem-solving occur. People are not
programmed animals that merely respond to environmental stimuli; people
are rational beings whose action are a consequence of thinking.
Metaphor of mind as computer: information comes in, is being processed, and
leads to certain outcomes.
Constructivism
Founders and proponents: John Dewey, Jean Piaget, Jerome Bruner, Lev
Vygotsky, others.
Basic idea: Learning is an active, constructive process.
Learner viewed as: Information constructor.
People actively construct or create their own subjective representations of
objective reality. New
information is linked to to prior knowledge, thus mental representations are
subjective.
Humanism
Founders and proponents: Abraham Maslow, Carl Rogers, others.
Basic idea: Learning is a personal act to fulfill ones potential.
Learner viewed as: One with affective and cognitive needs.
DEBARAJ
Emphasis on the freedom, dignity, and potential of humans. Learning is studentcentered and personal, facilitated by teachers, with the goal of developing
selfactualized people in a cooperative, supportive environment.
21st Century Skills
An education standards and reform movement based primarily in the United
States focused on improving what US public school students must learn in
school to be prepared for the workforce in the digital age.
Skills include: Life/career skills: adaptability & flexibility, initiative & selfdirection, leadership & responsibility, productivity & accountability, social &
cross-cultural skills Core subjects: English/language arts, mathematics, arts,
science, history, geography and others 21st century themes: civic literacy,
environmental literacy, financial literacy (including economic,
business, and entrepreneurial skills), global awareness, health literacy
Information/media/technology skills: media literacy, information literacy
Learning/innovation skills: creativity, critical thinking, collaboration,
communication, problem solving
Realism (philosophy)
Contemporary philosophical realism is the belief in a reality that is completely
ontologically independent of our conceptual schemes, linguistic practices,
beliefs, etc. Philosophers who profess realism also typically believe that truth
consists in a belief's correspondence to reality. We may speak of realism with
respect to other minds, the past, the future, universals, mathematical entities
(such as natural numbers), moral categories, the material world, or even
thought. Realists tend to believe that whatever we believe now is only an
approximation of reality and that every new observation brings us closer to
understanding reality.[1] In its Kantian sense, realism is contrasted with
idealism. In a contemporary sense, realism is contrasted with antirealism,
primarily in the philosophy of science.
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