ST. MARY’S COLLEGE OF TAGUM INC.

TERTIARY EDUCATION DEPARTMENT

NURSING PROGRAM

NCM-102 HEALTH EDUCATION

PURPOSIVE ASSIGNMENT

SUBMITTED TO:
MS. PAULA LEANILLO,RN,MN
SUBMITTED BY:
VIEN ANDRE P DEGAMO
BSN1F-2
 NOLA PENDER’S HEALTH PROMOTION THEORY

According to the Health Promotion Model, each person has distinct personal
features and experiences that influence subsequent actions. The set of factors for
behavioral specific knowledge and effect is highly motivating. Nursing interventions can
change these variables. The desired behavioral objective and endpoint in the Health
Promotion Model is health-promoting behavior. Health-promoting habits should result in
better health, increased functional capacity, and a higher quality of life at all stages of
development. The immediate competing demand and preferences influence the final
behavioral demand, which can derail intended health-promoting acts.

Nola Pender's Health Promotion Model theory was first published in 1982, and it
has since been updated in 1996 and 2002. Nursing research, education, and practice
have all made use of it. Nurses are in the top profession for enabling people to enhance
their well-being through self-care and positive health behaviors by applying this nursing
theory and the body of information that has been accumulated through observation and
study. The Health Promotion Model was created to be a "complementary counterpart to
health protection models." It evolves to encompass health-improving behaviors and
applies across the life span. Its goal is to assist nurses understand and grasp the primary
determinants of health behaviors so that they may use behavioral counseling to promote
well-being and healthy lives.Health promotion is described as conduct driven by a desire
to improve one's well-being and realize one's full potential in terms of health. It is a method
of achieving healthiness. Health protection, on the other hand, is defined as a behavior
motivated desire to actively avoid disease, detect it early, or perform within illness
restrictions.

Nola Pender also includes few major concepts in her Health Promotion Model
namely; Individual characteristics and experiences (prior related behavior and
personal factors). The second being the Behavior-specific cognitions and affect
(perceived benefits of action, perceived barriers to action, perceived self-efficacy, activity-
related affect, interpersonal influences, and situational influences). And the last which is
the Behavioral outcomes (commitment to a plan of action, immediate competing
demands and preferences, and health-promoting behavior).
 BANDURA’S SELF-EFFICACY THEORY
Self-efficacy is our belief in our own talents, specifically our ability to meet the
challenges ahead of us and successfully accomplish a task (Akhtar, 2008). Overall self-
efficacy refers to our overall belief in our ability to succeed, although there are numerous
more types of self-efficacy (e.g., academic, parenting, sports). Although self-efficacy is
related to our sense of self-worth or value as human beings, there is one significant
difference.
The self-efficacy theory places an emphasis on the individual as a fundamental factor
of successful outcomes, as well as the individual's opinions of his or her own personal
skills. Therefore, it is abundantly clear that self-efficacy theory, as well as the more
comprehensive social cognitive theory that encompasses self-efficacy, clearly endorses
a democratic ideal. This ideal suggests that all individuals are competent and capable of
being successful, provided that they have the opportunities and self-efficacy necessary
to pursue their goals. The self-efficacy hypothesis places a clear emphasis on the means
by which individuals and communities can be endowed with a feeling of agency, which in
turn will make it easier to accomplish their objectives. This is significant because the self-
efficacy hypothesis does not presuppose that those who are currently successful are
necessarily superior to those who are not as successful as they are today. Instead, self-
efficacy theory would suggest that individuals who are currently struggling may not have
been provided with opportunities to obtain mastery experiences or modeling, which are
both necessary to develop high levels of self-efficacy. This could be one of the reasons
why they are currently having difficulty. Therefore, self-efficacy theory suggests that it is
the responsibility of the government and society to provide everyone with sufficient
opportunities to engage in mastery experiences, receive positive social persuasion, and
witness positively reinforcing models that will engender a strong sense of self-efficacy.
Self-efficacy theory also suggests that it is the responsibility of individuals to engage in
mastery experiences, receive positive social persuasion, and witness positively
reinforcing models.

It is vital to point out, however, that the self-efficacy hypothesis does not imply that
having a positive outlook on one's ability to perform a task is the only factor contributing
to an important outcome. However, self-efficacy theory has its origins in a theory of triadic
reciprocal determinism, which holds that there is a continuous interaction between
personal factors (such as self-efficacy beliefs), behavioral factors, and environmental
factors. This was covered in the preceding section. The self-efficacy hypothesis places a
greater emphasis on the relative significance of individual elements, but it also recognizes
the significant role that behavioral and contextual factors play in determining results. This
theory of triadic reciprocal determinism therefore further reinforces the idea that if the
effects of the environment are consistent (that is, an even playing field for all), then self-
efficacy beliefs will take on an even greater role in determining human behavior, and
ultimately shaping outcomes. This is because self-efficacy beliefs are directly related to
a person's level of confidence in their ability to achieve their goals.

It is also essential to emphasize that self-efficacy theory does not promote a

Pollyannaish world view in which optimistic expectations for the future are the only factor
that determines the outcomes of situations in the future.
 BECKER’S HEALTH BELIEF MODEL
The Health Belief Model (HBM) was developed in the early 1950s by social scientists
working for the United States Public Health Service in order to understand why people
don't adopt disease prevention strategies or screening tests for the early detection of
disease. The HBM was called the Health Belief Model (HBM) for short. In later
applications, HBM was used to assess patients' reactions to symptoms and determine
whether or not they complied with medical treatments. The HBM proposes that a person's
belief in a personal threat of an illness or disease, in conjunction with a person's belief in
the effectiveness of the recommended health behavior or action, will predict the likelihood
that the person will adopt the behavior. More specifically, the HBM suggests that a
person's belief in a personal threat of an illness or disease will predict the likelihood that
the person will adopt the

The HBM is based on psychological and behavioral theory, with the foundation that
the two components of health-related behavior are 1) the desire to avoid illness, or
conversely, get well if already ill; and 2) the belief that a specific health action will prevent,
or cure, illness. The HBM is referred to as the health behavior model (HBM). In the end,
the choice of action that an individual makes is frequently determined by the individual's
beliefs of the benefits and the hurdles associated with health behavior. The HBM is
comprised of a total of six different constructions. The first four constructs were
constructed in order to serve as the foundation for the HBM's initial tenets. As a result of
continued research into the HBM, the latter two were included.

1. Perceived susceptibility - This refers to a person's subjective perception of the

risk of acquiring an illness or disease. There is wide variation in a person's
feelings of personal vulnerability to an illness or disease.
2. Perceived severity - This refers to a person's feelings on the seriousness of
contracting an illness or disease (or leaving the illness or disease untreated).
There is wide variation in a person's feelings of severity, and often a person
considers the medical consequences (e.g., death, disability) and social
consequences (e.g., family life, social relationships) when evaluating the severity.
 3. Perceived benefits - This refers to a person's perception of the effectiveness of
various actions available to reduce the threat of illness or disease (or to cure
illness or disease). The course of action a person takes in preventing (or curing)
illness or disease relies on consideration and evaluation of both perceived
susceptibility and perceived benefit, such that the person would accept the
recommended health action if it was perceived as beneficial.
4. Perceived barriers - This refers to a person's feelings on the obstacles to
performing a recommended health action. There is wide variation in a person's
feelings of barriers, or impediments, which lead to a cost/benefit analysis. The
person weighs the effectiveness of the actions against the perceptions that it may
be expensive, dangerous (e.g., side effects), unpleasant (e.g., painful), time-
consuming, or inconvenient.
5. Cue to action - This is the stimulus needed to trigger the decision-making
process to accept a recommended health action. These cues can be internal
(e.g., chest pains, wheezing, etc.) or external (e.g., advice from others, illness of
family member, newspaper article, etc.).
6. Self-efficacy - This refers to the level of a person's confidence in his or her
ability to successfully perform a behavior. This construct was added to the model
most recently in mid-1980. Self-efficacy is a construct in many behavioral
theories as it directly relates to whether a person performs the desired behavior.

The clinician can identify key issues that need to be addressed in order to make
patients capable of and willing to follow the treatment plan by using the HBM as a
framework for asking questions to assess patients' knowledge, beliefs, and skills in
relation to the patient's current illness. These questions are asked by using the HBM as
a framework for asking questions. The benefit of using HBM is that it assists in
determining areas in which the patient needs to be educated and discussed in order to
improve their behavior. Nevertheless, one of its limitations is that it does not provide a lot
of information about how changes in behavior occur or how a clinician can help encourage
those changes. In order to accomplish this, we will be utilizing cognitive social theory as
well as the process of self-regulation.
 GRENE’S PRECEDE-PROCEED MODEL

The PRECEDE-PROCEED system was designed for application in the field of public
health. But, its fundamental concepts can be applied to a variety of other community
concerns as well. As a consequence of this, we are going to use it as a model not just for
the intervention of health issues, but for the intervention of community issues in general.
In point of fact, PRECEDE/PROCEED places an emphasis on the community as the
source from which health promotion originates.

Chronic conditions, such as heart disease, stroke, cancer, and diabetes, have
replaced infectious diseases as the leading causes of death and disability in developed
countries in the latter half of the 20th century as a result of advances in medical
technology that have eradicated many infectious diseases. Because of this, the primary
goal of health maintenance has shifted from the treatment of disease to the prevention of
these conditions, and, more recently, to the active promotion of behaviors and attitudes
that, on their own, do much to maintain health and improve the length and quality of life.
Some examples of such behaviors and attitudes include maintaining a healthy diet,
getting regular exercise, and reducing stress levels.

The acronyms PRECEDE and PROCEED have been used (words in which each letter
is the first letter of a word). In Educational/Environmental Diagnosis and Evaluation, the
acronym PRECEDE stands for Predisposing, Reinforcing, and Enabling Constructs. As
its name suggests, it refers to the procedure that comes before, or the steps that are
taken in the lead up to, an intervention.

 Social assessment: Determine the social problems and needs of a given

population and identify desired results.
 Epidemiological assessment: Identify the health determinants of the identified
problems and set priorities and goals.
 Ecological assessment: Analyze behavioral and environmental determinants
that predispose, reinforce, and enable the behaviors and lifestyles are identified.
 Identify administrative and policy factors that influence implementation
and match appropriate interventions that encourage desired and expected
changes.
  Implementation of interventions.

PROCEED is an acronym that stands for Policy, Regulatory, and Organizational

Constructs in Educational and Environmental Development. It also, as its name suggests,
provides a description of how to actually continue with the intervention.

 Implementation: Design intervention, assess availability of resources, and

implement program.
 Process Evaluation: Determine if program is reaching the targeted population
and achieving desired goals.
 Impact Evaluation: Evaluate the change in behavior.
 Outcome Evaluation: Identify if there is a decrease in the incidence or
prevalence of the identified negative behavior or an increase in identified positive
behavior.

The PRECEDE-PROCEED framework offers a logic model that may be utilized as the
foundation for a single, one-time intervention as well as for a community development
program or project that could last for decades. Although it was developed for health
services, it is flexible enough to be used to a variety of other community concerns. This
model, like many others, is supposed to serve as a guide rather than a prescription for
doing something.
 ASSURE MODEL AS EDUCATION PROCESS PARADIGM

The ASSURE model is an educational framework or guideline that teachers can use
to construct lesson plans that combine the use of technology and media. This model was
developed by the Association for Supervision and Curriculum Development (ASCD)
(Smaldino, Lowther & Russell, 2008). The ASSURE Model places the primary emphasis
on the student as well as the overarching goal of successfully completing learning
objectives. The ADDIE general model has been further developed into its enhanced
successor, the ASSURE model. Although the ASSURE model contains six steps, which
do not exactly correlate to ADDIE's five, ASSURE also presents design phases, and
shares with it the two primary features: the initial concentration on analysis, and the cyclic
structure. In addition, ASSURE also presents design phases.

This model's concentration on "planning and conducting Instruction that incorporates

media" is the model's most notable and distinctive characteristic (Heinich, Molenda &
Russel, 1993). The primary focus of this perspective is on how to effectively incorporate
media (of any form) into teaching in a way that is able to provide the kinds of learning
outcomes that are desired. The ASSURE model, which was first developed many years
ago by Robert Heinich and Michael Molenda, became widely used after it was included
in a widely used textbook geared toward educational professionals.

It is a well-known guide for instructional design that adopts the constructivist viewpoint
and incorporates multimedia and technology in order to improve educational settings
(Lefebvre 2006). Smaldino, Lowther, and Russell (2008) made certain adjustments to the
ASSURE model so that it may be implemented by educators in the classroom.

The ASSURE approach is favored by educators because it can be customized to meet

the needs of each individual student and can be utilized for only a few hours of classroom
time. This methodology does not require a high level of complexity in the media that is
given, extensive ID expertise, or frequent design revisions (Gustafson & Branch, 2002).
The ability to easily decide on material, appropriate teaching tactics, and delivery medium
is the primary characteristic that differentiates an inexperienced teacher from an expert
teacher. An expert teacher also has more experience. The ASSURE model provides
novice instructors with a generalized path to follow that is intended to assist them in
thinking more like experienced educators.

Each of the six steps in the ASSURE Model, which are each represented by a letter
in the acronym title, describes a collection of tasks that are fundamental to the informed
selection and use of educational technology. The ASSURE Model may be found here.
The following essential components are represented by the acronym ASSURE:

 Analyze Learners;
 State Objectives;
 Select Methods, Media and Materials;
 Utilize Methods, Media and Materials;
 Require Learner Participation; and
 Evaluate and Revise.
 JOHN WATSON’S BEHAVIORISM THEORY

The behaviorism theory developed by John Watson is a well-known psychological theory

that places more emphasis on observable behavior than on the mental processes that
occur internally. According to this theory, an individual's actions are influenced by their
surroundings, and the conditioning process is the means by which one acquires
knowledge.

Origins of Watson’s Behaviorism Theory

John Watson was an American psychologist who is primarily remembered for the
contributions he made to the field of behaviorism over his career. He was born in South
Carolina in 1878, and in 1903, he received his doctoral degree in psychology from the
University of Chicago. Early in the 20th century, Watson was impressed by the work of
Ivan Pavlov, a Russian biologist who had developed the process of classical conditioning.
Watson was working in the field of animal behavior at the time. In the early 1900s, John
B. Watson started developing his behaviorist theory based on his belief that the study of
psychology ought to be centered on observable behavior rather than on the interior
mental processes of its subjects.

The key concepts of Watson's behaviorism theory include the following:

1. Classical Conditioning: Watson held the belief that conduct is molded by one's
surroundings via a process known as classical conditioning. This happens when a
stimulus that does not normally elicit a reaction is coupled with a stimulus that does
naturally elicit a response, and over time, the neutral stimulus comes to elicit the same
response as the other stimulus.

2. Operant Conditioning: Watson was also a proponent of the psychological

phenomenon known as operant conditioning, which takes place when a behavior is
rewarded or penalized dependent on the results of that conduct. The use of negative
reinforcement discourages conduct, while the use of positive reward encourages its
repetition.

3. Environmental Determinism is Watson's theory that humans are not born with innate
abilities or predispositions and that conduct is instead influenced by the environment in
which a person is raised. Conditioning is the process by which our environment has an
effect on our behavior rather than the other way around.

4. Little Albert Experiment: Watson is most famous for his Little Albert experiment, in
which he conditioned a baby to fear a white rat. This experiment demonstrated the
process of classical conditioning and its potential effects on behavior.

Impact of Watson's Behaviorism Theory on Modern Psychology

The behaviorism theory proposed by John B. Watson had a considerable influence on

the development of contemporary psychology. His emphasis on observable behavior and
contextual determinism had a significant impact on the development of many future
psychological theories and methods, such as the social learning theory and cognitive-
behavioral therapy. In modern behavioral psychology, the concepts of classical
conditioning and operant conditioning are still frequently employed, and the experiment
with Little Albert is still studied as a classic example of classical conditioning.

The behaviorism theory developed by John Watson has had a considerable influence on
contemporary psychology. His emphasis on observable behavior and environmental
determinism had a significant impact on the development of many subsequent
psychological theories and methodologies. The ideas of classical and operant
conditioning are still widely utilized in contemporary behavioral psychology. Although
though Watson's theory has been called into question due to the fact that it places
excessive emphasis on outward behavior and ignores the workings of the mind on a
deeper level, it is undeniably an essential addition to the study of psychology.
 THORNDIKE’S LAW OF EFFECT

The Law of Effect, developed by Edward Thorndike, is a psychological theory that

describes how conduct can be altered by the consequences of that behavior. According
to this hypothesis, actions that result in favorable consequences are more likely to be
repeated, whereas actions that result in unfavorable outcomes are less likely to be
repeated.

History of Thorndike's Law of Impact and Its Development

Edward Thorndike, an influential figure in American psychology, was born in the state of
Massachusetts in 1874. He attended Harvard University for his education and received a
doctorate in psychology from that institution in the year 1898. Thorndike began his
investigation into the process of learning with a series of tests that he carried out in the
early 1900s on a variety of animals, including cats and chickens. As a result of these
investigations, he was able to formulate the "Law of Effect," which he published for the
first time in 1905.

The key concepts of Thorndike's Law of Effect include the following:

1. Consequences: Thorndike held the belief that a person's actions are influenced by the
consequences of those actions. It is more probable that a person will repeat behaviors
that result in favorable consequences, whereas it is less likely that a person will repeat
behaviors that result in poor outcomes.

2. Reinforcement: Another theory that was important to Thorndike was the idea of
reinforcement, which describes the process that takes place when a behavior is followed
by a favorable consequence, like a reward. The possibility that the conduct will be
repeated in the future is increased as a result of this factor.
3. Punishment: On the other hand, according to Thorndike's theory, a behavior's
likelihood of being repeated in the future is reduced when it is followed by a negative
result, also known as punishment.

4. Learning: Thorndike's Law of Effect suggests that learning occurs through the process
of trial and error. Behaviors that lead to positive outcomes are reinforced and become
more likely to be repeated, while behaviors that lead to negative outcomes are punished
and become less likely to be repeated.

The contributions that Thorndike's Law of Effect has made to the field of contemporary
psychology are important. The ideas of reinforcement and punishment are still widely
used in behaviorism and behavioral psychology in the modern day, and they are
frequently used in the treatment of psychiatric problems. Thorndike's emphasis on the
role of consequences in moulding behavior has also inspired a great deal of other
psychological theories, including social learning theory and cognitive-behavioral therapy,
amongst many others.

The "Law of Effect" developed by Edward Thorndike has had a considerable influence on
contemporary psychology. His emphasis on the importance of consequences in shaping
behavior has influenced many subsequent psychological theories and approaches, and
the principles of reinforcement and punishment are still widely used in behaviorism and
behavioral psychology today. His emphasis on the importance of consequences in
shaping behavior has influenced many subsequent psychological theories and
approaches. Although though Thorndike's theory has been called into question due to the
fact that it does not take into account the thought processes that occur within an individual,
it is nevertheless recognized as a significant addition to the area of psychology.
 IVAN PAVLOV’S CLASSICAL CONDITIONING

Classical conditioning, developed by Ivan Pavlov, is a well-known psychological theory

that describes how a person's behavior can be changed by stimuli that come from the
outside. According to this hypothesis, behavior can be conditioned by repeatedly
associating a neutral stimulus with a naturally occurring stimulus. This process is called
classical conditioning. Ivan Pavlov was a Russian physiologist who was born in the year
1849 in the Russian city of Ryazan. He received his doctorate in physiology from the
University of St. Petersburg in 1879 after completing his studies there. Pavlov began his
investigation into the digestive system in the early 1900s by carrying out a series of tests
on dogs. As a result of these investigations, he came up with the concept of classical
conditioning, which he published for the first time in 1903.

Key Concepts of Pavlov's Classical Conditioning

1. Unconditioned Stimulus (UCS): This is a stimulus that naturally elicits a response, such
as food.

2. Unconditioned Response (UCR): This is a naturally occurring response to the UCS,

such as salivation in response to food.

3. Conditioned Stimulus (CS): This is a neutral stimulus that is repeatedly paired with the
UCS, such as a bell.

4. Conditioned Response (CR): This is a learned response to the CS, which is similar to
the UCR. In Pavlov's famous experiment, the CR was the dogs' salivation in response to
the sound of the bell, even in the absence of food.

The classical conditioning theory proposed by Pavlov has had a substantial influence on
contemporary psychological thought. Classical conditioning is one of the most influential
schools of thought in the field of behavioral psychology, and its ideas are frequently
applied clinically in the treatment of a variety of mental illnesses. The idea of
generalization, which refers to the tendency to react in the same way to multiple instances
of the same stimulus, has also been extensively researched and put to use in a variety of
subfields of psychology. The classical conditioning theory proposed by Ivan Pavlov has
had a profound influence on contemporary psychological thought. His work with dogs led
to the discovery of the process of classical conditioning, which has since been extensively
researched and put to use in a variety of psychological subfields. His experiments were
conducted with dogs. Although though Pavlov's theory has been called into question due
to the fact that it does not take into account the workings of the subject's own mind, it is
nevertheless recognized as an essential addition to the area of psychology.

Classical conditioning is, in conclusion, a crucial idea in nursing practice. By utilizing

classical conditioning techniques such as exposure therapy, nurses can assist patients in
overcoming their fears and anxieties, leading to improved patient outcomes. Knowing the
concepts of classical conditioning also enables nurses to communicate with patients more
effectively and foster positive connections. Lastly, classical conditioning concepts can
inform the creation of therapeutic interventions, such as approaches for pain control. As
a result, nurses who have a thorough understanding of classical conditioning are better
positioned to serve their patients with high-quality treatment.

In conclusion, classical conditioning is an important concept in nursing. By using

techniques like exposure therapy, which are based on classical conditioning, nurses can
help patients get over their fears and worries and have better outcomes. Understanding
the principles of classical conditioning also helps nurses talk to patients better and help
them make good associations. Lastly, the principles of classical conditioning can be used
to make therapeutic interventions, such as techniques for managing pain. Because of
this, nurses who know a lot about how classical conditioning works are better able to give
their patients high-quality care.
 BF SKINNER’S OPERANT CONDITIONING

The theory of operant conditioning that was developed by B.F. Skinner is not only an
important advancement in the study of psychology but also has a wide range of
applications in research, teaching, and clinical practice. Operant conditioning is a form of
learning in which the results of an action are used to predict how likely it is that the
behavior will be repeated in the future. Skinner thought that behaviors could be moulded
and modified through the use of reinforcement and punishment, and his theory has had
a significant impact on the field of contemporary psychology as well as nursing practice.
In operant conditioning, behavior is either strengthened or weakened based on the
consequences that follow it. Reinforcement involves providing a reward or consequence
that increases the likelihood of the behavior occurring again in the future. On the other
hand, punishment involves providing an unpleasant consequence that decreases the
likelihood of the behavior occurring again in the future. The principles of operant
conditioning can be applied in various settings, including education, clinical practice, and
research.

Also, Skinner was the first person to propose the idea of a "Skinner box," which is a piece
of laboratory equipment used to investigate operant training in animals. In most cases,
the container has a button or a lever that an animal can press in order to obtain a reward
or to keep from receiving a punishment. In the essay that he wrote, Skinner explores the
practical applications of operant conditioning, such as its implementation in the education
system, the training of animals, and the alteration of behaviors. He also tackles some of
the critiques that have been leveled against his theory, such as the assertion that it
disregards the significance that an individual's own mental processes play in their
conduct. Overall, Skinner's essay on operant conditioning is a seminal work in the field of
psychology and has had a profound impact on our understanding of how behavior is
learned and modified.

Types of Behaviors
Skinner distinguished between two different types of behaviors

Respondent behaviors

- Are those actions that take place without conscious thought or planning, such as jerking
your leg back when the doctor taps on your knee or pulling your hand away from a hot
stove. This behavior is not required for you to acquire this knowledge. Things merely
occur in a manner that is both unintended and unconsciously driven.

Operant behaviors

- Those people who are subject to our deliberate efforts to influence. The consequences
of these activities will ultimately decide whether or not they will occur again in the future.
It's possible that certain events take place by chance, while others are deliberately carried
out. Our influence on the surrounding world and the consequences of our activities make
up a sizeable element of the educational experience.

In addition, Skinner developed a device for tracking responses that he named a

cumulative recorder. Because the device recorded replies as an upward movement of a
line, response rates can be calculated by looking at the slope of the line. This is due to
the fact that the gadget. There are several different concepts that serve as the basis of
operant conditioning. The type of reinforcement or punishment that is used can have a
significant impact, not only on the way an individual reacts, but also on the results of
conditioning. Each of the four tenets of operant conditioning—positive reinforcement,
negative reinforcement, positive punishment, and negative punishment—can be utilized
to bring about the desired change in behavior. The term "reinforcement" refers to any
event or circumstance that bolsters or enhances the performance of the behavior that it
causes. There are two distinct forms of the reinforcers. Both of these reinforcement
scenarios result in the same progression of the behavior.
 PIAGET’S COGNITIVE LEARNING THEORY

The cognitive learning hypothesis developed by Jean Piaget is a well-known

and important explanation of the development of children's cognitive abilities. Piaget was
a Swiss psychologist who did considerable research on the development of children's
cognitive abilities, particularly in relation to children's capacity to acquire and process
information. Piaget was known as the "father of developmental psychology." In
accordance with Piaget's theory, the cognitive development of children can be broken
down into four distinct stages, each of which is distinguished by the progressively
sophisticated mental processes it entails. The sensorimotor stage, the preoperational
stage, the concrete operational stage, and the formal operational stage are the stages
that make up this process.

The sensorimotor stage of a child's development begins at birth and continues

until they are approximately two years old. This period is distinguished by the child's use
of their senses and their motor abilities to investigate the world around them. The concept
of object permanence, in which children come to realize that things continue to exist even
when they can't see them, is developed in this period of infant development. The
preoperational stage is characterized by the child's use of words and symbols to represent
objects and concepts. This period typically begins around the age of two and lasts until
approximately the age of seven. Children go through a period of time during which they
develop a sense of egocentrism, which means that they have trouble understanding the
views of others.

The kid is able to think logically and systematically about concrete things and
circumstances after they have reached the concrete operational stage of development,
which typically begins around the age of seven and continues until about the age of
eleven. At this point in their development, youngsters begin to grasp the concept of
conservation, which is the realization that the amount of a substance does not alter
regardless of how it appears. The formal operational stage of a child's cognitive
development begins at the age of eleven and continues far into adulthood. This stage is
defined by the child's ability to think hypothetically and abstractly about ideas and
concepts. Children reach this developmental milestone when they are able to participate
in deductive reasoning and develop the ability to think about different options.

Because it provides a framework for understanding the cognitive capacities of

children and the ways in which they grow through time, Piaget's theory has had a
significant amount of influence in the domains of psychology and education. This is due
to the fact that it was first proposed by Piaget. On the other hand, this theory has also
been criticized, notably on the way that it places a focus on cognitive growth as an
overarching process that can be broken down into stages. Piaget's theory has been
criticized on the grounds that it fails to take into account individual differences in the
development of children or the manner in which social and cultural variables may
influence cognitive development. Piaget's cognitive learning theory continues to be an
essential and influential theory of cognitive development in children, despite the critiques
that have been leveled against it. Both the discipline of psychology and the field of
education have been profoundly influenced by its emphasis on the significance of
engaging in active investigation and gaining knowledge via experience.

Piaget’s cognitive learning theory is an important theory that has greatly

influenced our understanding of human development and learning. It has significant
implications for education, psychology, and other fields that deal with human development
and learning. Piaget’s cognitive learning theory is important because it provides a
framework for understanding how children develop their thinking and reasoning abilities.
Piaget believed that children actively construct their own knowledge by exploring the
world around them and interacting with it. This theory provides insight into the cognitive
processes that underlie children’s learning, such as assimilation, accommodation, and
equilibration. The cognitive learning hypothesis of Jean Piaget has significant
consequences for education. Piaget thought that children should be provided with
opportunity to investigate, discover, and develop their own knowledge. This has led to the
creation of constructivist methods to education, which emphasize the value of inquiry-
based activities and hands-on learning. This method of instruction has been proved to be
beneficial in fostering profound comprehension and long-term retention of information.
 Piaget's theory of cognitive development and learning has had an impact on
how we think about intelligence. Piaget proposed that intelligence is not a stable
characteristic that is determined by genetics, but rather that it is a dynamic and evolving
process that is shaped by experience and interaction with the environment. This was in
contrast to the traditional view that intelligence is a fixed trait that is determined by
genetics. Because of this, our conception of intelligence has shifted from that of a rigid
and immutable quality to that of a more malleable and dynamic process that can be
fostered and developed. This change has occurred as a direct result of the
aforementioned.
 THE GELSTALT COGNITIVE LEARNING THEORY PERSPECTIVE

A holistic explanation of how people take in information and how they process it is
provided by the Gestalt cognitive learning theory perspective, which is an all-
encompassing learning theory. Gestalt psychology was established in Germany in the
early 20th century by Max Wertheimer, Wolfgang Kohler, and Kurt Koffka. Its genesis
may be traced back to that country. In the following paragraphs, we will go over the
fundamental aspects of the Gestalt cognitive learning theory perspective as well as its
significance. The concept that perception is a holistic process is one of the most important
aspects of the Gestalt cognitive learning theory approach. This theory proposes that
humans do not experience stimuli in the form of individual pieces of information but rather
as ordered wholes that are larger than the sum of their parts. The Gestalt principles of
similarity, proximity, closure, continuity, and figure-ground are the foundation for this
holistic approach to perception.

The importance placed on the function of insight in the process of problem-solving

is yet another essential component of the Gestalt cognitive learning theory approach.
According to this hypothesis, the "aha" moment, also known as sudden insight, is how
humans come up with solutions to problems, as opposed to learning by trial and error or
through memorization. The rearrangement of the perceptual field into a new and more
meaningful whole underpins this realization, which was brought about by the author.
Additionally, the perspective of Gestalt cognitive learning theory places an emphasis on
the part that context plays in both perceiving and learning. The setting in which perception
and learning take place is thought to have an effect on both processes, according to this
idea. This indicates that one and the same stimulus can be interpreted and learned in a
variety of different ways depending on the context in which it is presented.
 The contributions that the Gestalt cognitive learning theory perspective has made
to our knowledge of perception, problem-solving, and learning are the primary reason for
the theory's significance. This theory offers an all-encompassing method of perceiving
that places an emphasis on the significance of organization and context in the process of
forming our view of the world. In addition to this, it sheds light on the function that insight
plays in the process of problem-solving, which has significant repercussions for
educational practices and programs.

The perspective of the Gestalt cognitive learning theory on education and training
highlights the significance of presenting students with opportunities to explore and
develop connections on their own as one of the most important aspects of education and
training. This method of education is predicated on the theory that students retain
information most effectively when they are actively involved in the learning process and
are able to recognize the relationships that exist between various facets of knowledge.

The Gestalt cognitive learning theory perspective is an important theory that has
greatly influenced our understanding of how humans perceive and process information.
It has significant implications for education, psychology, and other fields that deal with
human learning and development. The Gestalt cognitive learning theory perspective is
important because it provides a holistic approach to perception. Rather than seeing
perception as a collection of isolated stimuli, this theory emphasizes the importance of
organizing those stimuli into meaningful patterns. This has implications for our
understanding of how humans perceive the world around them, as well as how we can
design environments and learning experiences that support holistic perception.
Understanding how to solve problems requires a theoretical framework like Gestalt
cognitive learning theory. Instead of relying on memorization or trial-and-error methods,
this approach advocates for the use of intuition while solving problems. If we know how
insight forms, we can create educational environments that foster its growth. Because it
can teach students to solve problems in a variety of settings, this method has significant
implications for classroom instruction. The way we think about how people learn and
retain knowledge can be affected by the Gestalt cognitive learning theory viewpoint.
According to this notion, people are more likely to retain knowledge when it is provided in
a relevant setting. We can create more efficient and effective learning environments if we
know how context influences learning and memory.

In summary, the Gestalt cognitive learning theory perspective is a significant theory

that has had a significant impact on our understanding of perception, the ability to solve
problems, and learning. Its emphasis on holistic perception, insight, and context has
important implications for education and training, and it can help us to better understand
how humans learn and process information in meaningful ways. These are just a few of
the many benefits that can be gained from applying this approach.
 THE SOCIAL LEARNING THEORY

There is a school of thought in psychology known as the social learning theory,

and it places a strong emphasis on the role that social interactions play in the learning
process. The idea was developed in the 1960s by a psychologist by the name of Albert
Bandura. It proposes that people learn by observing, modeling, and imitating the
behaviors of others. In this essay, we will talk about the fundamental aspects of the social
learning theory, as well as its significance. The significance of learning through
observation is one of the fundamental components of the social learning theory. People
are able to learn new things, according to this school of thought, through seeing the
actions of others and the results of those actions. This kind of learning by observation can
take place either through direct observation or through the use of media like television,
movies, or the internet. The idea behind the hypothesis is that individuals are able to pick
up new ways of behaving, attitudes, and beliefs just by seeing other people, and that
these newly acquired ways of behaving can subsequently have an effect on the
individual's own behavior.

The significance that modeling plays in the learning process is yet another crucial
component of the social learning theory. According to this hypothesis, individuals are
more inclined to mimic the actions of other people if they see those other people as being
comparable to themselves, if they admire or respect those other people, or if those other
people have some type of authority or control over them. People are able to learn new
behaviors, as well as adopt new attitudes and ideas, by studying the conduct of models
and mimicking that behavior. The necessity of reinforcement in the learning process is
another point that is driven home by the social learning theory. People are said to be more
likely to engage in activities that are reinforced or rewarded, while they are less likely to
engage in actions that are penalized or not reinforced, in accordance with this notion. This
reinforcement may take the form of something positive, like praise or awards, or it may
take the form of something negative, like criticism or punishment. The contributions that
the social learning theory has made to our knowledge of how individuals learn and
develop are the primary reason for the importance of this theory. This theory places a
strong emphasis on the importance that social contacts play in the learning process, and
it posits the idea that individuals are continually picking up new skills from the others with
whom they engage. It also sheds light on the significance of modeling and reinforcement
in the learning process, and it has significant repercussions for the domains of education,
psychology, and other academic disciplines that are concerned with human growth and
development.

In psychology, the social learning theory has important implications for our
understanding of human behavior and development. By emphasizing the role of social
interactions in the learning process, this theory suggests that people are constantly
influenced by the people around them, and that their behavior can be changed through
modeling and reinforcement. The social learning theory is a branch of psychology that
highlights how important it is for people to have positive role models and positive
reinforcement in order to succeed in school. The implications for our knowledge of human
nature, psychology, and education are immense.

The significance of reinforcement to the learning process is emphasized by the

social learning theory. Positive reinforcement, like being praised or getting a reward,
increases the likelihood that a behavior will be repeated. On the other hand, if a conduct
is followed by a negative consequence, like punishment, it is less likely to be repeated.
According to proponents of the social learning hypothesis, students learn best when they
are surrounded by people with similar interests and backgrounds. As the notion goes,
people's actions are shaped by the communities in which they thrive. This shows that
people's actions may be impacted by those around them, which has significant
consequences for social work. The presence of criminals in one's immediate
environment, for instance, may increase that person's propensity to break the law.

The social learning theory is a school of thought in psychology that places an

emphasis on the ways in which social interactions, modeling, and reinforcement play a
part in the learning process. It is of critical significance to our comprehension of human
behavior as well as the development and learning processes. The theory of social
learning emphasizes the significance of reinforcement in the learning process. According
to the idea, a behavior is more likely to be repeated if it is followed by a favorable outcome,
such as praise or a reward. Specifically, the theory focuses on the relationship between
reinforcement and behavior. On the other hand, if a conduct is followed by a negative
outcome, such as punishment, then there is a decreased likelihood that the action will be
repeated. The social learning theory places an emphasis on the significance of the
learner's social environment. According to the thesis, a person's actions can be shaped
by the social environment in which they take place. This shows that individuals' behaviors
may be impacted by the people around them, which has significant repercussions for the
field of social work. An individual may be more likely to participate in criminal activity, for
instance, if they are surrounded by other people who engage in illegal behavior.
 HUMANISTIC THEORY OF LEARNING

The humanistic theory of learning is a psychological perspective that places an

emphasis on the distinctive characteristics of human beings, such as their capacity for
development and the achievement of their full potential. The humanistic theory of learning
was developed in the middle of the 20th century by Carl Rogers and Abraham Maslow. It
places an emphasis on the individual's subjective experience as well as the significance
of finding one's own personal meaning and purpose in one's education.

The following are some of the key features of the humanistic theory of learning:

Self-Actualization: According to the humanistic theory of learning, people have an innate

drive towards self-actualization, which means the realization of their full potential as well
as the fulfillment of their one-of-a-kind capabilities and talents. The term "self-
actualization" was coined by psychologist Erik Erikson.

Self-Knowledge and Self-Discovery are Necessary Prerequisites for Personal Growth

and Development According to this idea, personal growth and development take place as
a result of the process of self-discovery and self-awareness. This requires acquiring an
understanding of one's personal values and views, as well as one's own strengths and
shortcomings.

The humanistic view of learning places a strong emphasis on the significance of

personal agency and autonomy in the context of the learning process. People are seen
more as active participants in their own education rather than receptive users of
information in this model.

Positive Regard: The theory indicates that having a positive regard for oneself and
accepting oneself as one is are both required for one's own growth and development.
This requires accepting oneself as well as others without passing judgment, as well as
creating a learning atmosphere that is supportive and empathic in nature.
Instances of How the Humanistic Learning Theory May Be Applied:

Education: The humanistic view of learning has significant ramifications for the field of
education, particularly in terms of methods that prioritize the needs of the individual
learner. According to this interpretation of the theory, the primary responsibility of
teachers should be to provide a setting for their pupils that is both encouraging and warm,
so that the latter can reach their maximum potential.

Counseling and Therapy: The humanistic idea of learning has found some application
in the field of counseling and therapy, particularly through methods such as person-
centered treatment. This method places a strong emphasis on the therapeutic connection,
particularly the importance of empathy and unconditional positive regard, and it sees
patients as active participants in their own healing process.

The humanistic theory of learning has also been applied in the subject of
organizational behavior, namely through methods such as human resource management.
This is one of the many areas where this idea has been successfully implemented. This
strategy places an emphasis on the significance of providing workers with a hospitable
and inspiring place of employment that enables them to realize their full potential as
workers.

The humanistic view of learning places an emphasis on the exceptional

characteristics that human beings possess, as well as their capacity for development and
self-actualization. This hypothesis has significant repercussions for a variety of
professions, including as education, counseling and therapy, and organizational behavior,
among others. The humanistic theory of learning offers an insightful viewpoint on the
learning process as well as human growth. This viewpoint is beneficial because it places
an emphasis on the significance of personal agency, positive esteem, and self-discovery.
 PSYCHODYNAMIC THEORY OF LEARNING

A theoretical perspective known as the psychodynamic theory of learning places

an emphasis on the significance of unconscious processes in human behavior. Sigmund
Freud is credited with the development of the idea, which went on to have a significant
impact on the fields of psychology and education. The concept that conduct can be
influenced by elements that are not consciously aware of, such as childhood experiences,
past traumatic events, and internal conflicts, is the foundation of this theory.

The Psychodynamic Approach to the Study of Learning:

The psychodynamic theory of learning places an emphasis on the part that human
behavior is played in by unconscious processes. The id, the ego, and the superego are
three important aspects of the human psyche, and this theory asserts that they are the
primary drivers of conduct. The ego is the reasoning element of the psyche that mediates
between the id and external world. The superego symbolizes the moral and ethical
principles that are acquired via socialization. The id is a representation of primal impulses
and desires.

The concept of repression is an important one in the psychodynamic theory of

learning. It is one of the core concepts. Freud claimed that people's conscious minds had
the capacity to repress memories of traumatic events or impulses that society deemed
inappropriate. These repressed feelings and urges have the potential to surface in a
variety of different ways, such as in nightmares, accidental slips of the tongue, and other
forms of unconscious conduct. In addition, psychodynamic theory places an emphasis on
the significance of early childhood events in terms of their influence on the personality
and conduct that an individual develops later in life. Freud theorized that those who were
exposed to traumatic experiences during their formative years were more likely to suffer
from psychiatric issues later in life.

Several subfields of psychology and education have benefited from the use of the
psychodynamic theory of learning. In the field of therapeutic psychology, persons who
are going through psychological suffering frequently seek out psychodynamic therapy as
a method of treatment. Free association, dream analysis, and transference are some of
the psychotherapeutic methods that are used in psychodynamic therapy. This type of
treatment is predicated on the premise that unconscious conflicts and desires can be
uncovered and resolved via the use of these methods.

In the field of education, the psychodynamic theory of learning has been an

important factor in the development of a number of different teaching methodologies. For
instance, the Montessori approach is predicated on the notion that children learn most
effectively when they are allowed the liberty to investigate their surroundings and develop
interests in accordance with their own preferences. This strategy places a strong
emphasis on the value of self-directed and individualized learning, both of which are in
line with the psychodynamic theory of education.

Criticisms Leveled Against the Psychodynamic Theory of Learning

Critiques have been leveled against the psychodynamic theory of learning, despite
the fact that it has had a significant impact on the fields of psychology and education. The
fact that the idea is not backed by actual evidence is one of the primary criticisms that are
leveled against it. Some people think that the theory is founded on intangible and
untestable ideas, such as the unconscious mind and repressed memories, and thus
dispute its validity.

The deterministic nature of the psychodynamic theory of learning is yet another

argument raised against it. The theory has been criticized for allegedly suggesting that
people are merely the beneficiaries of the influences of their environment and their own
internal struggles. This position stands in contrast to other points of view, such as
behaviorism and humanism, both of which place an emphasis on the active role that
individuals play in shaping the experiences and behaviors that they have.

The psychodynamic theory of learning is a theoretical perspective that emphasizes

the importance of unconscious processes in human behavior. This theory has been
influential in psychology and education, particularly in the development of psychodynamic
therapy and the Montessori method. However, the theory has also been subject to various
critiques, particularly regarding its lack of empirical evidence and deterministic
perspective. Despite these critiques, the psychodynamic theory of learning remains a
significant perspective in contemporary psychology and education.
 KOLB’S MODEL CYCLE OF LEARNING AND LEARNING STYLES

The experiential learning model developed by Kolb provides a framework for

comprehending how individuals learn and grow as a result of their experiences. According
to this paradigm, the learning process should consist of four stages: concrete
experiences, reflective observation, abstract conceptualization, and active
experimentation. Each of these stages should be completed by the individual. In addition,
Kolb defined four distinct learning styles that are connected to this paradigm. These
learning styles are referred to as diverging, assimilating, converging, and
accommodating, respectively. According to David Kolb's model of experiential learning,
individuals should go through a four-stage cycle of learning, which includes active
experimentation, reflective observation, abstract conceptions, and concrete encounters.
This cycle is iterative, which means that individuals will progress through the stages
numerous times as they learn and advance in their development. According to Kolb, the
learning process is at its most efficient when the participant is actively involved in all four
stages of the cycle.

Concrete Experiences: The first stage of the learning cycle involves concrete
experiences, which are real-life experiences that an individual has. These experiences
can be anything from a work task to a personal experience. Concrete experiences are the
foundation for the learning process, as they provide the raw material for reflection and
analysis.

Reflective Observation: The second stage of the learning cycle involves reflective
observation, which involves reflecting on the concrete experiences and considering what
was learned. In this stage, individuals examine their own experiences and the
experiences of others, trying to make sense of what happened and why.

Abstract Conceptualization: The third stage of the learning cycle involves abstract
conceptualization, which involves thinking about the experiences in a more abstract way.
In this stage, individuals try to identify patterns and develop theories about what
happened, drawing on existing knowledge and concepts.
Active Experimentation: The fourth stage of the learning cycle involves active
experimentation, which involves testing out the theories developed in the abstract
conceptualization stage. In this stage, individuals apply what they have learned to real-
world situations, and test their theories to see if they hold up in practice.

Learning Styles According to Kolb:

Kolb's learning styles are derived from his model of experiential learning and are
intended to assist individuals in better comprehending the manner in which they acquire
knowledge. Kolb identifies the following as the four different types of learning styles:

Diverging: Diverging learners tend to be creative and imaginative, with a strong ability to
see things from different perspectives. They prefer to learn through concrete experiences
and reflective observation.

Assimilating: Those who are good at assimilation are typically good at logic and analysis,
and they have a strong capacity for comprehending difficult concepts and ideas. They are
more inclined to acquire knowledge through speculative conception and introspective
observation.

Converging: Converging learners have a great ability to apply concepts and ideas to
real-world scenarios, and they tend to be problem-focused and practical in their approach
to learning. They find that learning through active investigation and understanding of
abstract ideas gives them the most satisfaction.

Accommodating: Accommodating learners tend to be hands-on and action-oriented,

with a strong ability to learn by doing. They prefer to learn through concrete experiences
and active experimentation.
 Research has provided some evidence supporting Kolb’s model of experiential
learning and learning styles. For example, a study by Honey and Mumford (1986) found
that individuals tend to have a preferred learning style, with some individuals more
inclined towards concrete experience and others towards abstract conceptualization.
Another study by Ferguson and Trygstad (2009) found support for the notion that
individuals who have a greater preference for active experimentation tend to perform
better on problem-solving tasks.
 GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

Howard Gardner first put up the idea of multiple intelligences in his paper published
in 1983. It was traditionally assumed that intelligence was a single, general talent;
however, the hypothesis implies that various people possess distinct forms of intelligence,
and that intelligence is not a general capacity as a whole. Gardner distinguished a total
of eight unique forms of intelligence, each of which is associated with a particular set of
competencies. Linguistic intelligence, logical-mathematical intelligence, spatial
intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal
intelligence, intrapersonal intelligence, and naturalistic intelligence are the eight subtypes
of intelligence. Gardner first introduced his theory of Multiple Intelligences in his book
Frames of Mind: The Theory of Multiple Intelligences, which was published in 1983. He
argued that traditional IQ tests were not comprehensive enough to accurately measure
intelligence because they focused solely on linguistic and logical-mathematical abilities.
Gardner’s theory challenged the notion of a single, general intelligence and instead
proposed that individuals have a range of abilities and talents that are not necessarily
related.

Gardner’s Eight Types of Intelligence:

Linguistic Intelligence: This type of intelligence is related to language and includes the
ability to read, write, and speak effectively.

Logical-Mathematical Intelligence: This type of intelligence is related to problem-

solving, reasoning, and mathematical abilities.

Spatial Intelligence: This type of intelligence involves the ability to visualize and
manipulate objects in space, such as maps or diagrams.

Bodily-Kinesthetic Intelligence: This type of intelligence is related to physical abilities

such as coordination, balance, and dexterity.

Musical Intelligence: This type of intelligence involves the ability to understand and
create music.
Interpersonal Intelligence: This type of intelligence involves the ability to understand
and relate to others.

Intrapersonal Intelligence: This type of intelligence involves self-reflection and

awareness of one’s own thoughts and feelings.

Naturalistic Intelligence: This type of intelligence involves the ability to observe and
understand the natural world, including plants, animals, and natural phenomena.

The notion of Many Intelligences developed by Howard Gardner has also been
criticized. It has been suggested by some that his thesis is not founded on any empirical
data, and that the eight different forms of intelligence are not separate or independent
from one another. Some have suggested that Gardner's theory is overly subjective and
that there are other types of intelligence that he has not discovered. One such argument
is that Gardner failed to identify fluid intelligence.

Gardner's theory of multiple intelligences has had a considerable impact on

education and has pushed teachers to recognize and value the varied abilities and
capabilities of their students. This is the case despite the fact that the theory has been
subjected to criticism. Even while Gardner's theory may be the subject of on-going
controversy concerning its veracity, it continues to serve as a useful foundation for
teachers in the process of developing more inclusive and individualized learning
environments. The significance of Howard Gardner's theory of multiple intelligences rests
in the fact that it acknowledges the various capabilities and talents possessed by different
people. The conventional understanding of intelligence as a single, all-encompassing
capability has been called into question as a result of Gardner's thesis, which has also
brought to light the importance of taking a holistic and all-encompassing approach to
education.

Educators have been motivated by Gardner's theory to develop learning

environments that are more individualized and inclusive. This is in response to the
recognition that kids come into the classroom with a variety of skills and talents. Teachers
are in a better position to support pupils in reaching their full potential and excelling in
their studies if they acknowledge the myriad ways in which people are intelligent. Also,
Gardner's theory has had a substantial impact on the evolution of educational tactics and
approaches. Educators have utilized Gardner's theory to build more successful and
engaging curricula and teaching techniques for students. Educators can create a more
dynamic and interactive learning environment for students by employing a greater variety
of instructional methods and activities. In addition, Gardner's theory has inspired the
creation of innovative evaluation instruments that go beyond typical IQ testing. Instructors
can now utilize a variety of intelligence tests, which can provide a more accurate and
thorough assessment of a student's abilities and potential.
 BLOOMS TAXONOMY

The purpose of Bloom's Taxonomy is to provide a structure for organizing and

classifying the various stages of thinking and learning. Benjamin Bloom first proposed the
taxonomy in the 1950s, and since then, it has evolved into a useful instrument in the field
of education. Memory, understanding, application, analysis, evaluation, and creation are
the six categories that make up the many levels of thinking and learning that are
delineated by the framework. The original version of Bloom's Taxonomy was presented
for the first time in the book Taxonomy of Educational Objectives: The Classification of
Educational Goals, which was initially released in 1956. Benjamin Bloom, who was a
professor of education at the University of Chicago, oversaw the work of a group that was
responsible for developing the taxonomy. The team's overarching goal was to devise a
method for classifying educational goals that may serve as a foundation for curricular
development, evaluation, and instructional procedures.

The Six Levels of Bloom's Taxonomy:

Remembering: This level involves recalling or reproducing previously learned

information.

Understanding: This level involves comprehending and interpreting the meaning of

information.

Applying: This level involves using information or skills in a new or different context.

Analyzing: This level involves breaking down information into parts and examining its
relationships.

Evaluating: This level involves making judgments about the quality or value of
information or arguments.

Creating: This level involves synthesizing information or skills to generate new ideas,
products, or solutions.

Bloom's Taxonomy categorizes learning into six distinct stages: remembering,

understanding, applying, analyzing, and evaluating, and creating. These layers are
structured in a hierarchical fashion, with each level building upon the foundation laid by
the one below it. Understanding requires one to comprehend and interpret the meaning
of information, whereas remembering requires one to reproduce previously learned
knowledge by either recalling or recreating it. While applying knowledge or skills requires
doing so in a new or different setting, analyzing information requires breaking it down into
its component parts and investigating the relationships between those parts. Evaluating
information or arguments involves making judgments about their quality or value, whereas
creating involves synthesizing information or skills to generate new ideas, products, or
solutions. Evaluating information or arguments involves making judgments about the
quality or value of the information or arguments.

The use of Bloom's Taxonomy into educational settings has resulted in major
changes, most notably in the areas of course structure, evaluation, and instructional
methods. It has assisted educators in the development of learning objectives that are
specific and measurable, the creation of assessments that measure various levels of
thinking, as well as the planning of instructional strategies and activities that encourage
higher-order thinking. Bloom's Taxonomy has come under fire, despite the fact that it is
used extensively. Some people have the opinion that it is excessively rigid and
prescriptive, and that it does not take into consideration the complicated and ever-
changing nature of learning and thinking. Others have claimed that it places an excessive
amount of emphasis on cognitive abilities and does not address other key parts of
learning, such as social and emotional abilities, in an acceptable manner.

The framework provided by Bloom's Taxonomy is an effective tool for classifying

the many different levels of thinking and learning. It has had a tremendous impact on
education, especially in terms of the design of curricula and evaluation, as well as on
teaching techniques. In spite of the fact that it has been subjected to criticism, Bloom's
Taxonomy continues to be a useful tool for teachers who wish to encourage higher-order
thinking and meaningful learning experiences for their pupils. The taxonomy developed
by Benjamin Bloom is a helpful tool for organizing and classifying the many distinct levels
of thought and learning. It has had a tremendous impact on education, especially in terms
of the design of curricula and evaluation, as well as on teaching techniques. Despite the
fact that it has been subjected to criticism, Bloom's Taxonomy continues to serve as a
useful framework for teachers who wish to encourage higher-order thinking and
meaningful learning experiences for their pupils.
 REFERENCES
Gonzalo, A. (2023, January 12). Nola Pender: Health Promotion Model.
Nurselabs. https://nurseslabs.com/nola-pender-health-promotion-
model/#major_concepts_of_the_health_promotion_model

Ackerman, C. (2018, May 29). What Is Self-Efficacy

Theory? PositivePsychology. https://positivepsychology.com/self-
efficacy/#examples-self-efficacy

LaMorte, W. (2022, November 3). The Health Belief Model. Boston University School of
Public Health. https://sphweb.bumc.bu.edu/otlt/mph-
modules/sb/behavioralchangetheories/behavioralchangetheories2.html

Crosby, R., & Noar, S. (2018, April 30). PRECEDE-PROCEED. Rural Health Information
Hub. https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-
models/precede-proceed

Serhat, K. (2015, November 23). ASSURE: Instructional Design Model. Educational

Technology. https://educationaltechnology.net/assure-instructional-design-
model/

Koblin, J. (2021, January 5). Watson’s Theory of Behaviorism.

Sprouts. https://sproutsschools.com/watsons-theory-of-behaviourism/

Heunermund, H. (2022, March 4). What is Thorndike's Law of

Effect? Study.com. https://study.com/learn/lesson/what-is-thorndikes-law-of-
effect.html#:~:text=Thorndike's%20Law%20of%20Effect%20came,could%20
generalize%20to%20human%20animals.

Cherry, K. (2023, March 23). What Is Classical Conditioning? How It Works, Terms to
Know, and Examples. verywellmind. https://www.verywellmind.com/classical-
conditioning-2794859

Cherry, K. (2023, February 24). What Is Operant Conditioning? How Reinforcement and
Punishment Modify Behavior.
 verywellmind. https://www.verywellmind.com/operant-conditioning-a2-
2794863

Cherry, K. (2016, December 16). Piaget's 4 Stages of Cognitive Development Explained.

verywellmind. https://www.verywellmind.com/piagets-stages-of-cognitive-
development-2795457

Cherry, K. (2022, November 8). What Is Gestalt

Psychology? verywellmind. https://www.verywellmind.com/what-is-gestalt-
psychology-
2795808#:~:text=Gestalt%20psychology%20is%20a%20school,elements%2
0of%20more%20complex%20systems

What is humanistic learning theory in education? (2020, July 21). Western Governor's
University. https://www.wgu.edu/blog/what-humanistic-learning-theory-
education2007.html?fbclid=IwAR2k8JOP5GPzYO3efWp_GMuODS8dlMHOC
VgRiVXQnlytgO2gGRLdSf8ppO8#close

Mcleod, S. (2023, March 1). Psychodynamic Approach In Psychology. Simply

Psychology. https://simplypsychology.org/psychodynamic.html?fbclid=IwAR0
_ev8LO8psx1pufSTzdUcMyZ76GbZo-l1QAda_gaDcMH50wzMGyIq3GBA

Fritscher, L. (2022, March 18). What Is the Collective

Unconscious? verywellmind. https://www.verywellmind.com/what-is-the-
collective-unconscious-2671571

Cherry, K. (2022, May 12). How Does Experimental Psychology Study Behavior?
Purpose, methods, and history.
verywellmind. https://www.verywellmind.com/what-is-experimental-
psychology-2795784

Cherry, K. (2023, March 11). Gardner's Theory of Multiple Intelligences.

verywellmind. https://www.verywellmind.com/gardners-theory-of-multiple-
intelligences-2795161
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt
Universtity. https://cft.vanderbilt.edu/guides-sub-pages/blooms-
taxonomy/?fbclid=IwAR2mTr1MQN2fOeS1YLUIRlr0GRMTikhk0o34XhQ9OF
4lWOI0yDASzf7hChE