Learning Sciences Theories - Behaviorism, Cognitivism, Constructivism

Summary

In this educational discourse, Manu Kapur delves into the complexities of teaching and learning, contrasting behaviorist theories that view learning as passive and conditioned, with cognitivist and constructivist approaches that emphasize active, individualized learning. He introduces Vygotsky's 'proximal development zone', highlighting the role of social interaction and embodied cognition in enhancing understanding of abstract concepts, advocating for multi-sensory learning experiences to facilitate deeper comprehension.

Takeaways

• 🧠 Teaching is not easy: It's a complex process that goes beyond merely covering the syllabus.
• 🔬 Learning sciences provide a body of research to guide the design of effective teaching and learning environments.
• 🐕 Behaviorism views learning as a passive process, where external stimuli control behavior, exemplified by Pavlov's classical conditioning.
• 🏫 Behaviorist strategies are useful in teaching skills that require immediate, conditioned responses, such as first aid.
• 🤔 Cognitivism criticizes behaviorism for ignoring internal mental processes and emphasizes the active role of the learner in constructing knowledge.
• 🧠 Cognitivists believe in 'schema', internal patterns of knowledge that adapt and shape as individuals learn new things.
• 🔄 Accommodation and assimilation are key processes in learning, where new information is integrated into existing knowledge structures.
• 🏭 Constructivism posits that knowledge is actively constructed by learners through experience, rather than passively absorbed.
• 👥 Social learning is a key aspect of constructivism, emphasizing the importance of social interactions and collaborative learning.
• 👶 Vygotsky's 'proximal development zone' highlights the role of assistance in helping learners achieve tasks they cannot do alone.
• 🤲 Embodied cognitivism suggests that our bodies play a role in cognitive processes, making abstract concepts more tangible through physical engagement.

Q & A

What does Manu Kapur suggest about the assumption that teaching is easy?

Manu Kapur suggests that while covering a syllabus may be easy, teaching well is incredibly hard and requires a solid body of science and research to design effective teaching and learning environments.

How do behaviorists view the learning process?

Behaviorists view the learning process as a series of conditioned responses to external stimuli, with learners being completely passive. They believe that learning processes in the brain are unimportant and impossible to access.

What is an example of behaviorist strategy in daily life?

An example of a behaviorist strategy in daily life is advertising, which uses classical conditioning to link positive emotions to a brand, encouraging people to buy products that are associated with feeling good.

How can behaviorist strategies be useful in teaching?

Behaviorist strategies can be useful in teaching for skills that require immediate conditioned responses, such as riding a bike, driving a car, or certain safety procedures, where there is no time for critical thinking.

What is cognitivism and how does it differ from behaviorism?

Cognitivism is a learning theory that focuses on the 'inner' processing performed by humans, believing that individuals are not solely controlled by external stimuli and can choose what and when to learn. It differs from behaviorism by acknowledging the importance of internal mental processes and individual differences in learning.

What is meant by 'schema' in cognitivist theory?

In cognitivist theory, a 'schema' refers to an individual's personal patterns of knowledge that help them understand and interpret new experiences. It is a mental framework that adapts and shapes as new information is encountered.

What are the processes of 'accommodation' and 'assimilation' as described by Jean Piaget?

'Accommodation' is the process of adjusting one's schema to incorporate new information that doesn't fit existing mental structures. 'Assimilation' is the process of incorporating new information into existing schemas.

How does constructivism view the learning process?

Constructivism views learning as an active process where knowledge is constructed by the learner through experiences and social interactions, rather than passively absorbed from external sources.

What is 'situated learning' as mentioned in the script?

'situated learning' is an approach to learning that emphasizes the importance of context and real-world experiences. It suggests that learning is most effective when it is connected to the situations in which it will be applied.

What is Vygotsky's concept of 'proximal development'?

Vygotsky's concept of 'proximal development' refers to the idea that there is a zone between what a person can do independently and what they cannot do even with help, where with assistance, a person can accomplish tasks they could not otherwise.

What is 'embodied cognitivism' and how does it relate to learning?

'Embodied cognitivism' is the idea that our bodies play a role in cognitive processes. It suggests that physical actions and sensations can enhance understanding and learning, particularly of abstract concepts, by providing a more concrete or sensory experience to relate to.

How can gestures be beneficial in teaching and learning?

Gestures can be beneficial in teaching and learning by providing an additional channel of communication that can convey information not present in speech alone. They can also help the speaker organize their thoughts and enhance their understanding of the topic they are discussing.

Outlines

00:00

🧠 Teaching Complexity and Learning Theories

Manu Kapur discusses the misconception that teaching is easy, emphasizing that while covering a syllabus might be straightforward, teaching effectively is challenging. He introduces the learning sciences, which provide insights into designing teaching and learning environments. The paragraph explores different learning theories: behaviorism, which views learning as passive and conditioned responses to external stimuli; cognitivism, which focuses on internal processing and the individual's active role in learning; and constructivism, which sees learning as an active, social process where knowledge is constructed rather than absorbed. Each theory offers different implications for teaching, from using behaviorist strategies for safety-related skills to employing constructivist approaches that facilitate active learning and social interaction.

05:00

🤝 Social Learning and Embodied Cognition

This paragraph delves into the social aspect of learning, drawing on Lev Vygotsky's concept of the 'proximal development' zone, which describes the range of tasks a learner can achieve with guidance but not independently. Manu Kapur uses this theory to illustrate how assistance can enable learners to accomplish tasks they couldn't otherwise. The paragraph then introduces 'embodied cognitivism', suggesting that our bodies play a role in cognitive processes, such as using hands to count. This theory is particularly relevant to STEM education, where physical experiences can aid in understanding abstract concepts. The paragraph also highlights the importance of gestures in teaching, which can both enhance communication and influence the speaker's thought process. The summary concludes by reiterating the key learning theories—behaviorism, cognitivism, and constructivism—and suggests that a constructivist perspective is most suitable for designing exercises at ETH.

Keywords

💡Teaching

Teaching, as discussed in the video, is portrayed as a complex and challenging endeavor rather than a simple task. Manu Kapur emphasizes that while covering a syllabus might be straightforward, teaching effectively requires a deep understanding of learning environments and theories. The video's theme revolves around the science and research behind creating effective teaching and learning experiences.

💡Learning Sciences

The Learning Sciences is a multidisciplinary field that explores how people learn. In the context of the video, it is presented as a body of knowledge that informs the design of teaching and learning environments. The script encourages looking at theories from the Learning Sciences to understand their practical implications in the classroom.

💡Behaviourism

Behaviourism is a psychological theory that suggests learning is a process of conditioning, where external stimuli lead to observable behaviors. The video uses Pavlov's dog as an example of classical conditioning, highlighting how behaviorists view learning as passive and unrelated to personal interests or abilities. This theory is contrasted with more contemporary approaches to illustrate its limitations in complex learning scenarios.

💡Cognitivism

Cognitivism is a learning theory that focuses on the mental processes involved in learning, such as perception, memory, and problem-solving. The video explains cognitivism as a reaction against behaviourism, emphasizing internal mental processes over external stimuli. It introduces concepts like 'schema', 'assimilation', and 'accommodation', which are crucial for understanding how new information is integrated into existing knowledge.

💡Constructivism

Constructivism is a theory that views learning as an active process where learners construct knowledge based on their experiences. The video underscores constructivism's relevance in contemporary education, highlighting that learning is not just about absorbing information passively but about actively engaging with it. It also stresses the social aspect of learning and the role of the instructor in facilitating this process.

💡Schema

A schema, as mentioned in the video, is a cognitive framework or concept that helps individuals organize and interpret information. It is a key concept in cognitivism and constructivism, illustrating how individuals filter new experiences through their existing knowledge structures. The video suggests that effective teaching involves helping students assimilate new information into their schemas.

💡Accommodation

Accommodation, as discussed in the video, is a process where an individual modifies their existing schema to incorporate new information that cannot be easily assimilated. It is part of Jean Piaget's theory and is used to explain how learners adapt to new experiences that challenge their current understanding.

💡Assimilation

Assimilation is the process of incorporating new information into an existing schema without significantly altering the schema itself. The video uses this concept to explain how learners can make sense of new information by relating it to what they already know, which is a crucial aspect of the learning process.

💡Zone of Proximal Development

The Zone of Proximal Development, a concept introduced by Lev Vygotsky, refers to the difference between what a learner can accomplish independently and what they can achieve with guidance or collaboration. The video illustrates how this zone represents an area where learners can be facilitated to achieve more with help than they can on their own.

💡Embodied Cognitivism

Embodied Cognitivism is the idea that the body plays a role in cognitive processes. The video explains how this concept can be applied in teaching, particularly in STEM fields, to help learners understand abstract concepts through physical experiences. It suggests that our bodies can offload cognitive tasks, making complex ideas more tangible.

💡Situated Learning

Situated Learning is a concept within constructivism that emphasizes learning within the context in which the knowledge will be used. The video implies that this form of learning is more effective because it connects abstract concepts to real-world applications, which is a key aspect of constructivist teaching methods.

Highlights

Teaching well is an incredibly hard thing to do.

Learning sciences provide insights on designing teaching and learning environments.

Behaviorism views the brain as a black box, focusing on observable behaviors.

Pavlov's theory of classical conditioning is a behaviorist strategy.

Behaviorist strategies are useful in teaching skills requiring conditioned responses.

Cognitivism criticizes behaviorism for ignoring human's inner processing.

Cognitivists believe in the importance of individual 'schema' in learning.

Jean Piaget's concepts of 'accommodation' and 'assimilation' are key in cognitivism.

Constructivism sees learning as an active and social process of constructing knowledge.

Vygotsky's 'proximal development' zone highlights the role of social interaction in learning.

Embodied cognitivism suggests that our bodies play a role in cognitive processes.

Gestures can enhance learning by expressing information beyond speech.

Behaviorism is about learning through reinforcement, repetition, and reward.

Cognitivism views learning as information processing involving interpretation and evaluation.

Constructivism is about active learning and individual construction of reality based on experiences.

Constructivism includes social learning and embodiment aspects.

Constructivist perspective is most appropriate for designing exercises at ETH.

Transcripts

Manu Kapur: “You know, people think teaching is easy…

...so what's the question again?”

Manu Kapur: "What would I like to give on to TAs and beginning teachers?

I think, that sometimes we make an assumption that teaching is easy.

I mean, covering syllabus may be easy,

but teaching well is an increadibly hard thing to do.

And the good thing about that is

that we do have a solid body of science and research

that tells us how we can design teaching and learning environments."

Let's look at some theories from the learning sciences

and see what they mean in your classroom.

But, what are the learning sciences?

Imagine a black box.

That's how behaviourists would describe your brain.

Behaviourists believe that learning processes going on in the human brain

are impossible to access and that they are unimportant.

For them, "all learners are completely passive."

Remember Pavlovs dog?

Pavlovs theory of classical conditioning states that through learning

conditional reactions can be overlayed upon natural,

mostly innate, un-conditional reactions.

For his dog, the stimulus was a bell

and the conditioned behavioural response was to drool.

Behaviourists believe, that human behavior is also conditioned

solely by external factors

- such as ways to avoid pain -

and that personal interests and abilities play very little role in learning.

We are surrounded by behaviourist strategies in our daily lives!

Take advertising: Why do people tend to stick to the same brands?

Is it quality? Individual preference?

Or is it simply because advertising cleverly links

positive emotions of whatever type to a particular brand?

The message is, buy this one because it will make you feel good.

This is classical conditioning.

Behaviourist strategies can be useful in teaching.

Things like riding a bike, driving a car, sports, certain lab procedures,

first aid or aspects of surgery

actually require immediate, conditioned responses

- if it's a question of safety, there is no time for critical thinking.

But the same does not apply to teaching quantum physics.

Another learning theory is “cognitivism”.

In the 1920's, cognitivists slammed behaviourists

for what they called, a rigid stimulus-response worldview

that ignored true human behaviour.

In real life, people may react quite differently to the same stimulus.

Cognitivists focus on the "inner" processing performed by humans.

They believe that people are not controlled by external stimuli alone,

but can choose to learn what they want, when they want.

Cognitivists believe that every individual has a so-called a “schema”,

made up of personal, individual patterns of knowledge.

When you experience new things, your inner world adapts and shapes your schema.

Jean Piaget called this process “accommodation”.

Successful integration of new learning into the schema is called "assimilation".

Does helping your students to invoke their existing schemata remind you of anything?

What about facilitating accomodation? Or fostering assimilation?

You may see a connection with the instructors role.

Disconnected tidbits of new information are almost impossible to remember.

In cognitivist language, it is your job as an instructor

to help your students assimilate these tidbits into their existing schemata

and to develop self-consistent new schemata.

And a holistic schema differentiates an expert from a novice.

In the mid-20th century, Piaget also founded constructivism.

A learning theory which is highly relevant to us today.

Constructivists believe that knowledge is constructed, not passively absorbed.

Constructivists regard learning as an active process,

not just a passive storage of content.

They believe that situated learning is the most effective form of learning.

And finally, they see learning as a social activity.

This means that as an instructor, you cannot learn for your students.

No matter how brilliantly you explain a concept,

the task of learning and constructing knowledge is still the learners.

It's your job to set up ways for that to happen:

problem-solving activities for instance or tutorials

or socratic questioning instead of answer-giving.

The social aspect of learning was explored in depth by Lev Vygotsky.

It is reflected in social learning practices, such as peer-teaching and group work.

The expectations and unspoken assumptions of other people

create what Vygotsky called a "proximal development" zone.

Manu Kapur: "This is connected to the idea

of zone of "proximal development" by Vygotsky

and the idea was, everybody has their certain things a person can do

by himself or herself without any help

and there are some things that he or she cannot do even with help.

But there's a zone in between where with help,

a person is able to accomplish something."

When you watched Manu Kapur,

maybe you not only heard his explanation of the "proximal development" zone

but also saw the hand gestures he used

to metaphorically describe this abstract concept.

They indicated "the zone" for a student and highlighted what might happen,

when a teacher assists a student when saying: "even with help".

Let's watch it again.

Manu Kapur: "...certain things a person can do by himself or herself without any help

and there are some things that he or she cannot do even with help.

But there's a zone in between where with help,

a person is able to accomplish something."

This brings us to what is called "embodied cognitivism".

Put simply, when we process information in our brains, our bodies are also engaged.

Consider how children instinctively use their fingers to count.

This helps them to offload part of the cognitive task of counting to their bodies,

making a physical task as well.

Especially in STEM teaching and learning,

embodied cognition can play a very useful role.

STEM learning "relies upon concepts

that are both richly detailed descriptions of the physical world and quite abstract."

Here, our bodies can help us to understand abstract concepts.

For exammple, you may read about centripetal force,

but you will understand it better if you know what it feels like

to swing an object around on a string.

In fact, we often use our bodies to help with thinking and processing.

For this reason, embodied cognitivism recommends

that we design multi-sensory learning experiences

to make abstract concepts easier to understand.

For example, consider how Geologists will pass rocks around the classroom

to demonstrate differences in mineral density.

Our "speech-related" hand gestures

are also a much underestimated factor in learning and teaching.

These instinctive gestures can illustrate abstract concepts

n a way that words cannot.

Sotaro Kita: "So, there are two things. One is that the gesture expresses information

that is not in the speech. The audience would get richer information

about the message that the speaker wants to convey,

so that is a communicative function of a gesture.

But also, gestures have functions for the gesturers him or herself.

When you make gestures,

your communicative processes change the way you actually think about

the topic you are talking about,

changes when you try to express something in the hand.

So that would be what I would call self-oriented function.

The main learning theories we've covered here,

are behaviourism, cognitivism and constructivism.

Together, they provide clues to the learning process.

To summarize:

Behaviorism stands for classical learning by reinforcement, by repetition and reward.

Cognitivism sees learning as a process of information processing,

which also involves the interpretation and evaluation of the acquired knowledge.

Constructivism regards learning as an active proces

and assumes that reality is individually constructed

based on a persons life experiences.

This includes aspects of social learning and embodiment.

The constructivis perspective will be the most appropriate

for designing the excercises you lead at ETH.