Contribution of Behaviorism Theories to Teaching and Learning PDF

Contributions of behaviourist Chapter 2 theories to teaching and learning  After studying this chapter, you should be able to:  define what behaviourism is  explain different angles of different proponents of...

Contributions of behaviourist Chapter 2 theories to teaching and learning  After studying this chapter, you should be able to:  define what behaviourism is  explain different angles of different proponents of behaviourism Learning  outline the learning strategies aligned to different proponents of behaviourism objectives  differentiate between different learning theories of behaviourism  explain why teachers should know learning styles and different teaching strategies.  The object of study is observable behaviour. The method is objective observation. Behaviourism Theoretical explanations are used to analyse a phenomenon until discovering its most basic constituent. Results should be predictable and the teacher and the learner should be able to control the predicted results. Pavlov Conditioning reflex Key concepts  Generalisation: after learning a conditioned stimulus, the animal responds in the same way to any other similar stimuli  Reinforcement: conditioned stimulus is reinforced periodically by presentation of the unconditioned stimulus  Extinction: when the behaviour is no longer reinforced, it declines  Spontaneous recovery: conditioned response appears spontaneously after a period of time, even if the unconditioned stimulus (or reinforcement) is not presented  Discrimination: opposite of generalisation  Consciousness is rejected. Observable behaviour is the only focus of study in psychology. Behaviour observation is the only acceptable method of conducting research. Watson Behaviourism assumes that there is no difference between human and animal learning behaviour. Behaviour consists of connections between stimuli and responses. Classical conditioning is the most important learning method. Thorndike Cats in the ‘problem box’  All organisms (e.g. people, animals, etc.) can learn and in learnt by trial and error and similar ways. then through conditioning.  Learning occurs when a neural connection is established between stimulus and response.  Learning takes place as a matter of trial and error and has nothing to do with insight.  Practising and repetition are not enough to strengthen the learning connection.  Contiguity (succession in time) does not completely explain how connections are established.  ‘Extreme behaviourism’. Basic assumptions: All behaviours are determined by scientific laws. Skinner   Behaviour can be predicted.  Environmental factors determine all behaviour.  Environmental factors play a major role in manipulating and controlling behaviour. Skinner (cont.)  Respondent conditioning:  Operant conditioning: The Teaching an organism to react to a changing of behaviour by the use of new stimulus by repeatedly reinforcement that is given after presenting the new stimulus the desired response. together with a stimulus that  The organism can initiate automatically evoked a particular responses instead of only eliciting response. response due to an external stimulus. Skinner (cont.)  Positive reinforcement: A positive reward strengthens behaviour  Negative reinforcement: Strengthens behaviour because it stops or removes an unpleasant experience.  Punishment: Weakens and removes a response rather than increases it. Skinner (cont.) Implications for education  Present the information to be learned in small, action-oriented steps.  Give rapid feedback to learners regarding the accuracy of their learning.  Allow learners to learn at their own pace. Social learning theory approach Integrates behaviourism and Gestalt psychology. Basic assumptions: Behaviour is learned mainly through environmental and especially social influences. Genetic factors are not to be considered in learning. Bandura  Developed a social cognitive learning theory is based on the concept of modelling or ‘observational learning’.  Used Bodo dolls and later clowns in experiments with children. Bandura (cont.) Three types of Three types of learning: reinforcements:  Learning through direct  Direct experience  Vicarious  Observational learning  Self-reinforcement  Self-regulation Implications for teaching and education Teaching strategies Classroom management  Breaking down the skills and information into small units. Focus on reinforcement  Checking learners’ work regularly and providing schedules. feedback and reinforcement.  Teaching ‘out of context’.  Direct or ‘teacher centred’ instruction. Focus on desired behaviours.  Repetitive behaviours and repetitive routines/lessons.  Observational learning by using technology. Provide constant  Providing rewards. feedback to learners. The roles of the teacher and the learner The teacher The learner  Provides the stimulus material and  Receives and responds to stimuli prompts for the correct or desired until behaviour change is evident answer. and the change remains permanent.  Motivates and facilitates learning.  Works for rewards.  Actively keeps learners participating.  Provides reinforcement (positive or negative).  This chapter looks at the work of Ivan Pavlov John B. Watson Edward Lee Thorndike, Burrhus Frederic Skinner and Albert Bandura. These theories have in common the basic idea that humans learn through reinforcement and Summary rewards. According to behaviourists, learning has taken place when a change in behaviour is evident. It believes that information is passed from a teacher (one with knowledge) to a learner and the learner will respond to a specific stimulus. Although this is often viewed as a simplistic and mechanical view of learning, many of the principles of behaviourism can be used in the classroom.