LEARNING THEORIES

BEHAVIOURISM

CLASICAL (PAULOV
&WATSON)

SOCIO-COGNITIVE
(BANDURA)

OPERANT(THORDIKE
& SKINNER)

COGNITIVISIM

CONSTRUCTIVISIM

INDIVIDUAL (PIAGET
& BRUNER)

INFORMATION
PROCESSING

SOCIAL (VIGOTSKY)

Observational Learning
ALBERT BANDURAS COGNITIVE-SOCIAL THEORY
LEARNING BY OBSERVATION =
LEARNING IS WHAT HAPPENS WHEN A
PERSON OBSERVES AND IMITATES
ANOTHER PERSONS BEHAVIOUR

http://www.youtube.com/watch?v=eqNaLerMNOE

Conditioning does not explain

learning

Observation and imitation are the source of majority of our

learning

BEHAVIOUR

OBSERVATIONAL LEARNING PROCESSES

PERSONAL
PSYCHOLOGICAL
PROCESS

ENVIROMENT
Power & Prestige
Competence
Similarity
coping

Self-regulated learning (Zimmerman)

Ability to control all aspects of nones learning. From advance
planning to evaluating performace afterwards

Self-recoding
Self-instruction

LEARNING THEORIES

BEHAVIOURISM

CLASICAL (PAULOV
&WATSON)

SOCIAL (BANDURA)

OPERANT(THORDIKE
& SKINNER)

COGNITIVISIM

CONSTRUCTIVISIM

INDIVIDUAL (PIAGET
& BRUNER)

INFORMATION
PROCESSING

SOCIAL (VIGOTSKY)

COGNITIVE APPROACH TO
LEARNING

New conception of teaching-learning processes:

It highlights the ACTIVE ROLE of the

student in his/her own learning
process and the main goal is that
students LEARN TO LEARN using the
cognition and metacognition processes

COGNITIVISM
-Study of the thinking process
- Student as an active agent of instructional process ( from the sensory information,
he/she constructs and interpres the information through internal structures and processes
he/she plans, executes and manages the answers).
-Focuses its interest on mental processes that underlie human activity
-it emphasises knowledge rather than answers
- Information processing
- Multi store Theories of Memory
- Theory of processing levels
- Theory of Gagn
- Constructivism
- Roots :
Gestalt Psychology
Vigotsky
Piaget
- Bruner: Learning by Discovery
- Ausubel: Theory of meaningful learning
Carmen Ferrndiz

LEARNING THEORIES

BEHAVIOURISM

CLASICAL (PAULOV
&WATSON)

SOCIAL (BANDURA)

OPERANT(THORDIKE
& SKINNER)

CONSTRUCTIVISIM

INDIVIDUAL

Gestalt

Piaget

Bruner

COGNITIVISIM

Ausubel

INFORMATION
PROCESSING

SOCIAL (VIGOTSKY)

Watson

Behaviourism

Wundt

Gestalt

Wertheimer

the Whole is more important than its parts.

Kohler

Understanding means = realize the connections among the

elements

The solution is not given by mere associations, since

the subject must be aware of all parts of the problem
before solving it.

Laws of Gestalt
Law of Pragananz
Law of closure
Law of similarity
Law of proximity
Law of symmetry
Law of contiguity
Law of common direction
Principle of simplicity
Principle of figure-ground
articulation

Human being is an active being that adapt to his enviroment through process of equilibration
Equilibration is the act of self-regulation of cognition in which individuals try to understand environmental challenges
physically or mentally and maintain a balance between assimilation and accommodation. According to Piaget, the
selfregulating process of equilibration is the motivation to learn. For example, if a student encounters a challenge that he
cannot understand or solve immediately, then cognitive conflict arises and
disequilibrium appears.

Assimilation
assimilating a new relationship directly
into the present schema by extending
it to subsume the new relationship
'..simple growth...'

Accommodation
creating a new schema (or changing the
structure of the original schema to
create a different schema) by
accommodation

Developmental stages
factors that contribute to changes in cognitive development of a child:
maturation,
physical experiences,
social experiences,
equilibration.

Estructura - Esquema

Ejemplo de aprendizaje significativo vs. no significativo

El huigh es un txfuel que se obtiene a partir de la

combinacin constante del eukyg y el barlen. Es
comn encontrarlo entre los giaus de la selva
negra en frica. Se utiliza mucho en la industria
moderna para la formacin de cristales de
empliscu.
Puedes recordar la posicin en la que se
encuentran las fichas de ajedrez?

Bruner: All real knowledge is learned by oneself

Goal of teaching To ensure that students acquire a general understanding of the structure
of an area of knowledge

Principles
Motivation

nnate instincts
eed to develop self competences
eciprocity
Aprj + accesible

Subjects Structure

Retention is easier and last longer

Facilitates transfer (adequate and effective)
Aplicability

What is it?
Learning by doing
Learning to think
The final concept or product is
not given to the student
Students reach the concept by
induction process

Symbolic

Phase
enactive
Manipulacin fisica
______
accin

Organization and
sequence of contents
Reinforcement

Iconic
Reflexin : representaci _______
Organizacin perceptual e
inmaginacinn

Abstracto y dependiente del

lenguaje
__________
Instrumento simbolico

Learning by discovering
Teacher role
Make student questioning
Teacher as mediator: helps and direct
the procedure.
Gives feedback
Helps facing new challenges and
problems

Disadvantages
UncertaintyVentajas
regarding the
final outcome
Needs careful pacification
and high structure it is
Difficult

IMPLEMENTATION PROCESS OF LEARNING DISCOVERY IN THE

CLASSROOM
1. Ask students to puzzling questions or a problema
2. Help you and direct your discovery process (guided discovery)
3. Provide feedback
4. Help with other problems to support
The acquisition of knowledge
The development of the ability of discovery
ADVANTAGES

DISADVANTAGES
Not very effective compared to expository teaching
unnatural role of the teacher (hidden information)
Acquisition of misconceptions
Need for planning and structuring careful
Inadequate when a large group, with slow learners
Requires the use of many materials

Students are more autonomous

Increased motivation and responsibility
Learn to learn
Strengthen the self
more fun and creative learning

Me lo contaron y lo olvid
lo v y lo entend,
lo descubr y lo aprend.

Tabla X. caractersticas de los distintos niveles de preguntas-investigacin

Niveles de Inquiry
Caracterstica
NIVEL 1

NIVEL 2

NIVEL 3

NIVEL 4

fuente de la pregunta

Dado

Dado

Dado

Abierto

como recoger datos

Dado

Dado

Abierto

Abierto

como interpretar los

Dado

Abierto

Abierto

Abierto

resultados
Implicacin del alumno en el el alumno se "engancha" en
scientific questioning

el aprendiz clarifica las

las cuestiones planteadas por cuestiones dadas por el

el aprendiz selecciona entre el aprendiz plantea una

varias cuestiones dadas

cuestin cientfica

el profesor, materiales u otras profesor u otras fuentes

fuentes
Prioridad que da el alumno a se le dan los datos y se le

se le dan los datos y se le

se le dirige para que recoja

el aprendiz determina que

las pruebas a la hora de

pide que los analice

ciertos datos

constituye una prueba y la

dice como analizarlos

responder preguntas

recoge

formulacin de explicaciones se le dan las pruebas y las

se le dan posibles formas de sele gua en el proceso de

formula explicaciones

desde las pruebas

usar las pruebas para

formular explicaciones

despus de sumarizar las

investigar explicaciones

desde la evidencia

evidencias (pruebas)

se le dan posibles

se le dirige a areas y

de forma independiente

conexiones

fuentes de conocimiento

examina otras fuentes y

cientfico

otras formas, las conecta

conectar las explicaciones al

explicaciones

conocimiento cientfico

con las explicaciones

comunicacin y justificacin se le dan pasos y
de la explicaciones

procedimientos para la

se le dan una gama

se le entrena en el desarrollo forma argumentos

amplia de orientaciones para de la comunicacin

razonables y lgicos para

Vamos a jugar: Cada vez que el nmero de tu caballo salga en

los datos, ste avanzar una casilla.
Gana el caballo que llegue antes a la meta
x

x
x
x
x
x

x
x
x
x
x
x
Qu
caballo
ha llegado
primero?
x
x
x
x
x
x
Por
qu?
Cul
tenia
ms
posibilidades
de
llegar
x
x
x
x
x
x
primero?
x
x dexprobabilidad
x
x
x
estudio
Reglas
de
x
x combinatorias
x
x
x nmeros
x

AUSUBEL : Meaningful receptive Learning

The most important single factor influencing learning is what the learner already knows.
Ascertain this and teach him accordingly.

TYPES OF LEARNING: receptive vs

discovery / rote vs meaningful

Meaningful learning occurs when new information is

substantially related to what the student already knows
(assimilation of new information into existing knowledge
frameworks).

Ausubel defends a receptive learning that progress

inductively from the general to the particular.
FORMS OF MEANINGFUL
LEARNING

CONDITIONS OF MEANINGFUL
LEARNING
1. Good attitude through learning
2. Contents must be potentially meaningful
(logic and psychologically)
* Nature of contents: logic structure
* Cognitive structure (previous
knowledge that are relevant
Variables: Availability, discriminability
stability and clarity of cognitive
structure

1. Subordinate learning
2. Supraordinate learning
3. Coordinate Learning

Teaching: previous
organizers

TYPES OF MEANINGFUL LEARNING

1. Learning representations: symbol learning
2. Learning concepts (abstract
the essential attributes of a class of
common objects): a) formation of
concepts, b) assimilation of Concepts
3. Learning propositions (meaning of ideas of a
group of words)

Ejemplo: El conocimiento previo ayuda a

la comprensin, adquisicin y retencin
del conocimiento.

Representacin de las estructura

cognitiva ordenada que posibilita el
anclaje de nuevos contenidos

Tomado de XXXX

Organizadores Previos

Tomado de http://pronacapzorritosprimaria.blogspot.com.es/2008/07/otros-recursos.html

Organizadores Previos Expositivos

Organizadores Previos comparativos

LEARNING THEORIES

BEHAVIOURISM

CLASICAL (PAULOV
&WATSON)

SOCIAL (BANDURA)

OPERANT(THORDIKE
& SKINNER)

COGNITIVISIM

CONSTRUCTIVISIM

INDIVIDUAL (PIAGET
& BRUNER)

INFORMATION
PROCESSING

SOCIAL (VIGOTSKY)

VIGOSTKY
Cognitive develoment as a result of interaction
PREMISES

Social relationships determine psychological structure and development

Instruction should precede to development. Instruction leads development.

Learning is social. It is a process of interaction

Law of double formation:

any higher psychological process is learned twice: first in the

social facet , then it is assimilate (internalized)

Development = internalization process. Mechanism that explains the step

from internal regulation to intra-mental regulation (it is not a copy or transfer. It is the
creation and modification of intra-mental functioning by reconstructing what happens
in the proximal development zone

Learning and development are interdependent from each other

SOCIAL CONSTRUCTIVISIM IN TE CLASSROOM

COOPERATIVE
LEARNING

TUTORING AND
RECIPROCAL TEACHING
COMUNITIES OF
LEARNERS
PROBLEM BASED
LEARNING
CLASSROOM
DISCUSSIONS
INFORMAL LEARNING
EXPERIENCES

A true cooperative learning

experience requires that a number
of criteria be met. They are:
-Division of labor among students in the group
-Face-to-face interaction between students
-Assignment of specific roles and duties to students
-Group processing of a task
-Positive interdependence in which students all
need to do their assigned duties in order for the
task to be completed

-Individual accountability for completing one's own

assigned duties
-The development of social skills as a result of
cooperative interaction
-Provision of group rewards by the teacher

Jigsaw

Rote
vs.
Meaningful learning

Class Exercise
1- Review the information about Bruners and Ausubels learning
theories
2- Imagine two schools:
School 1 will be guided by Bruners principles: Describe how
this school is organized, the teaching methodology, etc.
School 2 will be guided by Ausubels principles: Describe how
this school is organized, the teaching methodology, etc.

3- Compare both schools: How are these schools similar? How are
they different?