Changing Nature of Teaching-Learning

Behaviorism to Constructivism
BEHAVIORISM

 is a theory of learning based upon the

idea that all behaviors are acquired
through conditioning. Conditioning occurs
through interaction with the environment.
According to behaviorism, behavior can
be studied in a systematic and
observable manner with no consideration
of internal mental states.
TWO MAJOR TYPES OF
CONDITIONING
 Classical conditioning (PAVLOV) occurs
when a natural reflex responds to a stimulus.
We are biologically “wired” so that a certain
stimulus will produce a specific response. One
of the more common examples of classical
conditioning in the educational environment is
in situations where students exhibit irrational
fears and anxieties like  fear of failure, fear of
public speaking and general school phobia.
Pavlov’s Experiment
 He used meat to make dogs salivate. This meat
is called the unconditioned stimulus (UCS). The
salivation caused by the presence of the meat is
called the unconditioned response (UCR). In one
of his experiments, Pavlov paired the presence of
the meat with the sound of a metronome (Comer,
2004). The sound of the metronome is called the
conditioned stimulus (CS). After many such
pairings, the sound of the metronome alone
caused salivation, which is then called the
conditioned response (CR).
4 Processes Underlying
Classical Conditioning
 Acquistion:
 The acquistion phase is the initial learning of the
conditioned response-for example, the dog
learning to salivate at the sound of a bell.
Extinction:
 The term extinction is used to describe the
elimination of the conditioned response by
repeatedly presenting the conditoned stimulus
without the unconditioned stimulus- for example,
repeatedly ringing the bell without presenting food
afterward.
  Generalization:
 After an animal has learned a conditioned
response to one stimulus, it may also respond to
similar stimuli without further training- for
example, using a different sounding bell.
 Discrimination:
 Discrimination is the opposite of generalization
in which an individual learns to produce a
conditioned response to one stimulus but not to
another stimulus that is similar- for example, a
buzzer won't work like the bell.
1. Operant conditioning Operant conditioning
(sometimes referred to as instrumental
conditioning) is a method of learning that
occurs through rewards and punishments for
behavior. Through operant conditioning, an
association is made between a behavior and a
consequence for that behavior.
2. Operant Conditioning is the term used by
B.F. Skinner to describe the effects of the
consequences of a particular behavior on the
future occurrence of that behavior.
4 Types of Operant
Conditioning
 Positive Reinforcement a particular behavior
is strengthened by the consequence of
experiencing a positive condition. For example:
 A hungry rat presses a bar in its cage and
receives food. The food is a positive condition
for the hungry rat. The rat presses the bar
again, and again receives food. The rat's
behavior of pressing the bar is strengthened by
the consequence of receiving food.
 Negative Reinforcement a particular behavior
is strengthened by the consequence of stopping
or avoiding a negative condition. For example:
 A rat is placed in a cage and immediately
receives a mild electrical shock on its feet. The
shock is a negative condition for the rat. The rat
presses a bar and the shock stops. The rat
receives another shock, presses the bar again,
and again the shock stops. The rat's behavior of
pressing the bar is strengthened by the
consequence of stopping the shock.
 Punishment a particular behavior is
weakened by the consequence of
experiencing a negative condition. For
example:
 A rat presses a bar in its cage and
receives a mild electrical shock on its feet.
The shock is a negative condition for the
rat. The rat presses the bar again and
again receives a shock. The rat's behavior
of pressing the bar is weakened by the
consequence of receiving a shock.
 Extinction a particular behavior is weakened by
the consequence of not experiencing a positive
condition or stopping a negative condition. For
example:
 A rat presses a bar in its cage and nothing
happens. Neither a positive or a negative
condition exists for the rat. The rat presses the
bar again and again nothing happens. The rat's
behavior of pressing the bar is weakened by the
consequence of not experiencing anything
positive or stopping anything negative.
 Major Thinkers in Behaviorism
 Ivan Pavlov
 B. F. Skinner
 Edward Thorndike
 John B. Watson
 Clark Hull
Criticisms of Behaviorism

Many critics argue that behaviorism is a
one-dimensional approach to behavior and
that behavioral theories do not account for
free will and internal influences such as
moods, thoughts, and feelings.

People and animals are able to adapt their
behavior when new information is
introduced, even if a previous behavior
pattern has been established through
reinforcement.

Research has shown that animals adapt
their reinforced patterns to new
information. For instance, a rat can shift its
behavior to respond to changes in the
layout of a maze it had previously
mastered through reinforcements.
Strengths of Behaviorism

Behaviorism is based upon observable
behaviors, so it is easier to quantify and collect
data and information when conducting
research.


Effective therapeutic techniques such as
intensive behavioral intervention, token
economies, and discrete trial training are all
rooted in behaviorism. These approaches are
often very useful in changing maladaptive or
harmful behaviors in both children and adults.
Impacts of Behaviorism to
Learning
 relies only on observable behavior and
describes several universal laws of behavior.
Its positive and negative reinforcement
techniques can be very effective– such as in
treatments for human disorders including
autism, anxiety disorders and antisocial
behavior. Behaviorism is often used by
teachers who reward or punish student
behaviors.
 Behaviorism is often seen in contrast to
constructivism. Constructivists are more
likely to allow for experimentation and
exploration in the classroom and place a
greater emphasis on the experience of the
learner. In contrast to behaviorists, they feel
that
an understanding of the brain informs teachi
ng
Constructivism

 In past centuries, constructivist ideas were

not widely valued due to the perception that
children's play was seen as aimless and of
little importance. Jean Piaget did not agree
with these traditional views, however. He
saw play as an important and necessary part
of the student's cognitive development and
provided scientific evidence for his views.
Constructivist theory

 attributed to Jean Piaget, who articulated

mechanisms by which knowledge is internalized
by learners. He suggested that through
processes of accommodation and assimilation,
individuals construct new knowledge from their
experiences. When individuals assimilate, they
incorporate the new experience into an already
existing framework without changing that
framework. This may occur when individuals'
experiences are aligned with their internal
representations of the world, but may also occur
as a failure to change a faulty understanding
 It is important to note that constructivism is
not a particular pedagogy. In fact,
constructivism is a theory describing how
learning happens, regardless of whether
learners are using their experiences to
understand a lecture or following the
instructions for building a model airplane.
In both cases, the theory of constructivism
suggests that learners construct
knowledge out of their experiences.
Constructivist learning
intervention
 Social constructivism views each learner
as a unique individual with unique needs
and backgrounds. Social constructivism
not only acknowledges the uniqueness
and complexity of the learner, but
actually encourages, utilizes and rewards
it as an integral part of the learning
process (Wertsch 1997).
 Social constructivism encourages the
learner to arrive at his or her version of
the truth, influenced by his or her
background, culture or embedded
worldview.
The role of the instructor
 According to the social constructivist approach,
instructors have to adapt to the role of facilitators and
not teachers (Bauersfeld, 1995).
 A few strategies for cooperative learning include
 Reciprocal Questioning: students work together to ask
and answer questions
 Jigsaw Classroom: students become "experts" on one
part of a group project and teach it to the others in their
group
 Structured Controversies: Students work together to
research a particular controversy (Woolfolk 2010)
 Pedagogies based on
constructivism

 1. Learners learn by experimentation,

and not by being told what will happen.
They are left to make their own
inferences, discoveries and conclusions.
 2. Emphasizes that learning is not an "all
or nothing" process but that students
learn the new information that is
presented to them by building upon
knowledge that they already possess.
 3. The teacher's role is not only to
observe and assess but to also engage
with the students while they are
completing activities, wondering aloud
and posing questions to the students for
promotion of reasoning (DeVries et al.,
2002).
 THANK YOU……………..

 Florentino G. Pineda, Jr.

