A brief history of Learning Theories (Ariane Dumont)

Summary

This script outlines the evolution of learning theories from behaviorism, focusing on observable behaviors and rote learning, to cognitivism, emphasizing internal mental processes. It then explores constructivism, where learners build understanding from experiences, and socio-constructivism, which adds the social dimension, highlighting the importance of interaction and context in learning. The script underscores the benefits of active learning methods over traditional lectures, including improved retention, problem-solving, and motivation, and encourages the use of discussions in all class sizes.

Takeaways

• 📚 **Behaviorism**: The main approach to learning before the 1950s, focusing on observable behavior and using reinforcement and repetition.
• 💡 **Cognitivism**: Emerged in the 1960s, emphasizing mental processes like thinking, experience, and problem-solving.
• 🏗️ **Constructivism**: Learning as a process of constructing knowledge through reflection on experiences and adjusting mental models.
• 🌐 **Socio-constructivism**: Builds on constructivism by highlighting the role of social interactions in the learning process.
• 👨‍🏫 **Jean Piaget**: Swiss psychologist who rejected passive learning, proposing active knowledge construction through social interaction.
• 🤝 **Social Interactions**: Essential for learning, promoting deep understanding and the development of collaborative skills.
• 📈 **Active Learning**: More effective than traditional lectures for student retention, knowledge transfer, and problem-solving.
• 📊 **Peer Instruction**: A method supporting socio-constructivism that involves student discussions to enhance learning.
• 📉 **Motivation**: Socio-constructivist methods increase student motivation and engagement in learning.
• 🧠 **Critical Thinking**: Interactive teaching methods foster critical thinking and independent thought.
• 👥 **Discussion in Large Classes**: Despite challenges, discussion techniques can be effectively used in classes of all sizes.

Q & A

What was the dominant learning theory before the 1950s?

Before the 1950s, the dominant learning theory was behaviorism, which assumed that all behaviors were reflexes produced in response to certain stimuli in the environment.

How does behaviorism approach learning?

Behaviorism approaches learning by focusing on external behavior changes, using reinforcement and repetition. Desired behaviors are rewarded, while undesired behaviors are punished, leading to rote learning.

What is cognitivism, and when did it emerge?

Cognitivism emerged in the 1960s and focuses on the mental processes involved in learning, such as thinking, problem-solving, and memory. It emphasizes understanding how we acquire knowledge through thought, experience, and the senses.

What are the key principles of constructivism?

Constructivism is based on the idea that learners construct their own understanding by reflecting on experiences. Its guiding principles include knowledge being constructed, not transmitted, prior knowledge impacting learning, and the need for effort and meaningful activities to build new knowledge.

How does social constructivism differ from constructivism?

Social constructivism extends constructivism by emphasizing the role of social interactions in learning. It suggests that learners actively construct knowledge by interacting with others, building and testing their own theories.

Who was Jean Piaget, and what was his contribution to learning theory?

Jean Piaget was a Swiss psychologist who rejected the idea of passive knowledge assimilation. He proposed that learning is a dynamic process where learners actively construct knowledge through their interactions with the environment and others.

What benefits does socio-constructivism offer to teaching and learning?

Socio-constructivism increases student motivation, collaborative skills, and socio-emotional learning (SEL). It promotes deep learning by encouraging students to engage in discussions and confront their understanding.

Why is active learning considered more effective than lectures?

Studies show that active learning methods are more effective than lectures for improving student retention, knowledge transfer, problem-solving skills, critical thinking, and motivation for further learning.

What are the challenges and benefits of using discussion and interaction in the classroom?

While using discussions in the classroom can be unpredictable and sometimes frustrating, it provides invigorating and constant challenges for both teachers and students, promoting deeper learning and independent thinking.

Can discussion techniques be used in large class settings?

Yes, despite common misconceptions, discussion techniques can be used in large classes. These methods promote active participation and deeper engagement, and strategies for integrating discussion into large classes will be explored later.