Education Theory/Psychological Perspectives

The study of learning itself isn’t a discipline, it has been approached by researchers from a variety of disciplinary perspectives which has resulted in a large number of theoretical approaches, e.g.:

Gestalt Cognitivist Constructivist/Social constructivist Humanist Progressive enquiry	Psychoanalysis Behaviourist/Neo-behaviourist Experiential learning Social Learning Situated learning

Theories into models

Models help us to make sense of our world, offering us a way of comprehending an otherwise incomprehensible problem. They help us to visualize a problem and break it down into discrete, manageable units. Like any other instrument, a model assumes a specific intention of its user (Ryder, 2009)

The broad range of theories that can be identified in, and applied to, learning in the classroom reflects the different ways in which epistemological traditions influence the experiences we have and how we feel they impact on learning.

Figure 2. Approaches within Behaviourism

Figure 3: Approaches within Cognitivism

Figure 4: Approaches within Constructivism

Which perspective?

Shulman (1988) suggests that we should adopt the attitude of the ‘disciplined eclectic’ – view each theory critically for what it can contribute to solving important instructional problems.

Although the different theoretical positions are often presented separately, we have to look for connections, similarities, overlaps, and ways to synthesize theories to offer new insights on learning. For example, situated cognition, a cognitive approach to learning, has incorporated the idea of communities of practice and the importance of social networks.

It’s important to remember, however, that these are simply different ways of looking at the same thing, and that it’s important not to get too caught up in the technicalities and jargon at the expense of common sense...

Summary of main theories

The table below outlines the main aspects of the dominant three learning theories of the past century:

Table 1: Overview of main Learning Theories

	Behaviourism	Cognitivism	Constructivism
Proponents	Surface learning; basic skills	Any deep processing: exploring / organizing content	Collaborative learning
Applications	Instructor designs the learning environment.	Instructor manages problem solving and structured search activities, especially with group learning strategies.	Instructor mentors peer interaction and continuity of building on known concepts.
Design focus	Largely passive, responding to stimuli	Actively process, store, and retrieve information for use.	Learners create their own unique education because learning is based on prior knowledge.
Role of learner	Climate for learning: does the environment have the right stimuli to promote learning?	Readiness: students will learn concepts that are maturing. Learners customize their learning: provide a range of learning activities and concepts for core course objectives.	Prior knowledge: design learning to assist students to build on what they know. Opportunity: ZPD = area between what a learner can do individually vs. assisted by peer interaction and teaching. Inquiry learning: teachers are not the sole possessors of knowledge and perspective but co-learners and guides.

Back to Resources and LiteratureConstructivism and Social Constructivism

This article has been accessed 1215 time(s) (until 14:10, 24 March 2010).

• A - Z glossary of terms
• Who's online?
• Most recent additions
• Recent changes
• Most viewed pages

Your account

• Log in

Bookmark and share

• Upload a file
• 

Views

• Page
• Discussion
• View source
• History