نظرية التعلم الاجتماعي (باندورا)

Social Learning Theory (Bandura)

• This theory, also known as learning by observing and modeling, bridges behavioral and cognitive theories.
• It emphasizes the role of cognitive processes (thoughts, expectations, beliefs) in learning, rather than simply stimulus-response associations.
• Learning occurs through observation and social interaction, verbal instruction, and self-efficacy (confidence in one's abilities).
• External behavior isn't conclusive for learning assessment; internal factors influence demonstrated behaviors regardless of observed patterns.
• Modeling is the process of transferring ideas or experiences to individuals using examples, both for desired and undesirable behavior modification.
• The central assumption is that humans are social beings, influenced and influencing others, observing behaviors, and learning through imitation.

Cognitive Processes

• Internal processes (reasoning, symbolic representation, anticipation, beliefs) mediate between stimuli and responses.
• Individuals actively process, interpret, and assign meaning to situations, influencing subsequent behaviors.

Self-Regulation Processes

• Individuals can modify and adapt behaviors based on predicted consequences and outcomes.
• Vicarious experiences (observing others' behaviors and their consequences) significantly impact learning, offering reinforcement or punishment examples.

Applications in Education

• Modeling desirable values, habits, and attitudes to learners (e.g., using role models, showing positive behavior) is key.
• Demonstrating or using positive reinforcement practices (e.g., recognizing and praising good behavior).
• Incorporate video examples or real-life scenarios to facilitate learning.
• Utilizing self-management strategies and self-talk to facilitate learning and behavior modification.

Social-Cultural Theory (Vygotsky)

• Vygotsky emphasizes the crucial role of social and cultural environments on cognitive development.
• Social interaction, particularly with more experienced individuals (e.g., parents, teachers), plays a pivotal role in guiding development.
• Culture significantly impacts cognitive growth and learning experiences.
• Language is fundamental to learning and social interaction.
• Development occurs in two stages: (1) Actual development (based on child's current abilities), and (2) Potential development (where the child can achieve with guidance).

Zone of Proximal Development (ZPD)

• ZPD varies based on developmental stages, individual differences, and skills.
• It's the gap between the learner's actual development level and their potential development level with guidance.

Social Constructivism

• Learning is situated within meaningful social contexts.
• Social interaction (especially through language) and shared understanding drive knowledge construction for the learner.
• Learners construct knowledge through interactions within and across contexts.

Educational Implications of Social-Cultural Theory

• Reciprocal teaching (collaborative dialogue between teachers and students).
• Generative learning (actively building meaning with existing knowledge).
• Collaborative projects (group work for problem-solving).
• Cooperative learning (forming small groups to address problems together).
• Constructionist learning (learning through active participation).

Key Differences Between Theories

• Bandura focuses on observational learning and individual self-efficacy, whereas Vygotsky emphasizes social interaction and cultural context.
• Bandura's theory is more individualistic, while Vygotsky's is more socially focused.
• Both theories highlight the importance of social interaction, but from different perspectives.
• Bandura's theory emphasizes individual experiences with role models, while Vygotsky's theory emphasizes social development within a broader cultural context.