Blending Behaviorism and Cognitivism for curriculum development.

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Curriculum Innovation and Methodology (GPED 336)
PRESENTAION NOTE
Navigating the Future of Secondary School Science Education:
A Blended Approach Curriculum with Pieget and Skinners
Theories
_________________________________________________________________________
Presented By:
Samuel Whodokweh Jacobs
(ID#109507)
Submitted To:
Dr. Elliott Wreh-Wilson
November 22, 2023

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Table of Contents
1. Introduction.............................................................................................................................................1
2. Theoretical Framework..........................................................................................................................1
2.1 Piaget's Cognitive Development Theory .........................................................................................2
2.2 Skinner's Behaviorism and Operant Conditioning........................................................................2
2.3 Complementary Nature of the Theories..........................................................................................3
3. The Blended Learning Approach ..........................................................................................................4
4. Curriculum Design for Science: Blending Cognitive and Behavioral Approaches...........................4
4.2 Grade 8: Formal Operational Stage Curriculum ..............................................................................5
4.3 Grade 9: Integrated Curriculum - Blending Approaches .................................................................7
5. Teacher's Role in Implementation: Nurturing Blended Learning......................................................8
6. Assessment Strategies: Gauging Growth in Learning .......................................................................10
7. Challenges and Solutions......................................................................................................................10
8. Future Directions in Science Education..............................................................................................11
9. Conclusion .............................................................................................................................................12
References..................................................................................................................................................13

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1. Introduction
The formulation of curriculum stands out as a primary focal point within the realm of education,
prompting deliberations on the nature of curricula best suited for learners. Educators and teachers
grapple with decisions regarding the selection of teaching content and methods, while parents seek
insight into the educational content their children will encounter. Simultaneously, learners express
curiosity about the specific content that will be presented in the classroom setting. The term
"curriculum" is widely perceived as a determinant of what teachers impart and, consequently, what
learners acquire. Educators continually seek effective strategies to enhance curriculum for their
learners and all those concerns. This paper introduces a novel approach by integrating Jean Piaget's
cognitive development theory and B.F. Skinner's behaviorist principles in designing a math
curriculum for 7th to 9th-grade students. The intention is to provide a more comprehensive and
dynamic learning experience by combining cognitive and behavioral strategies, leveraging the
strengths of both theories. By examining how these theories can be integrated, educators can gain
valuable insights into creating an optimal learning environment that addresses both the cognitive
development and behavioral aspects of students' mathematical understanding.
2. Theoretical Framework
In the global school system, two big ideas from psychology have shaped how teachers teach. One
is called "radical behaviorism," which helps teachers figure out how to reward students for good
work and keep the class in order. The other is "cognitive development," a newer idea that focuses
on how kids' minds grow and what they can understand. Even though these ideas are pretty
different, they both give educational stakeholders useful ways to see the world and understand
what's happening in the classroom and a comprehensive curriculum when combined.

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2.1 Piaget's Cognitive Development Theory
Cognitive development, as explained by Piaget, happens in four stages. First is the sensorimotor
stage, where babies explore the world physically and learn about themselves and their
environment. Then comes the preoperational stage, from ages two to six, when children realize
they are separate from the world but may still see themselves as the center of everything. They
also start understanding symbols, especially in language ( Pope & Blake , 2008).
The third stage is concrete operational, lasting from ages six to eleven or twelve. Here, children
grasp rules, classification, and logical processes. They can understand relationships, like the size
of water pitchers, and concepts like reciprocity and unit. The final stage is formal operational,
where people can think about abstract ideas, imagine things, and practice metacognition – thinking
about their own thoughts.
Piaget believed learning involves equilibrium and adaptation. Equilibrium is when our
understanding fits reality, but when reality challenges our understanding (called disequilibrium),
that's when learning happens. Disequilibrium can be resolved by adapting and changing our
understanding or choosing not to learn. Learning, according to Piaget, occurs through a process of
assimilation (changing responses to fit our understanding) and accommodation (changing our
understanding to fit the environment). This cycle helps children progress through the stages of
cognitive development (Hargraves, 2023).
2.2 Skinner's Behaviorism and Operant Conditioning
Compared to Piaget's complex ideas, behaviorism, especially radical behaviorism by B. F. Skinner,
is pretty straightforward. Behaviorism started with studying animals scientifically, and Skinner
insisted on focusing only on what we can see, not on invisible thoughts (Cope & Kalantzis, 2008).

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In classical conditioning, which deals with instincts and reflexes, an animal or person learns to
react in a certain way to a new thing because it's associated with something they naturally respond
to. For example, in Pavlov's experiment, a dog learned to salivate at the sound of a bell because it
was connected to getting food (LaVine, 2023). But this method has a limitation—it needs a reflex
reaction to start with.
On the other hand, operant conditioning, another part of behaviorism, is more powerful and
flexible. It's about what happens after you do something. Skinner used pigeons to show how this
works. When a pigeon did something right, like pressing a lever, it got a reward (like food). This
reward, called reinforcement, makes the pigeon more likely to do that action again. Skinner called
this process "shaping."
Operant conditioning also deals with stopping unwanted behavior. Punishment is when you get
something unpleasant after doing something wrong. But Skinner thought that might not work well
in the long run. He preferred "extinction," which means ignoring the bad behavior until it goes
away because no one is paying attention to it. According to Skinner, that's more effective over
time, even if it needs more patience.
2.3 Complementary Nature of the Theories
The combination of Piaget's cognitive development theory and Skinner's behaviorism creates a
powerful duo for helping students learn. Piaget's stages give us insight into how students grow
their understanding, like assembling pieces of a puzzle. It's about their mental journey, figuring
out new concepts step by step. On the other side, Skinner's behaviorism adds a practical touch,
offering ways to guide and reward students' actions as they navigate their learning paths.

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Picture it like this: Piaget provides the map, showing the route of cognitive growth, and Skinner
gives us the tools, like rewarding with gold stars, to make the journey smoother. Together, these
theories form a team that not only helps us understand what students know but also guides their
behavior in the learning process. It's like having a GPS and a friendly guide on a learning
adventure. So, when teachers combine these theories, they can create a well-rounded approach to
teaching, ensuring not only that students grasp math concepts but also that they enjoy the journey
of learning itself.
3. The Blended Learning Approach
The blended learning approach in math education involves seamlessly integrating Piagetian and
Skinnerian strategies. This blending aims to address the diverse needs of students by combining
cognitive and behavioral techniques, fostering a more engaging and effective learning
environment. By incorporating both approaches, educators can tailor their teaching methods to suit
various learning styles, promoting a comprehensive understanding of mathematical concepts
(Pacis & Weegar, 2012).
4. Curriculum Design for Science: Blending Cognitive and Behavioral Approaches
4.1 Grade 7: Concrete Operational Stage Curriculum
In 7th grade, our science curriculum integrates Piaget's Concrete Operational stage and Skinner's
behaviorism through a hands-on exploration of biology. Picture this: students are given the task of
investigating the life processes of plants. They set up experiments to observe and understand how
plants respond to different stimuli, such as varying amounts of sunlight, water, and nutrients.
Concrete Operational Stage in Action
As students engage in these experiments, they actively measure and record data, fostering their
concrete operational thinking. For instance, they measure the height of plants under different

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conditions, observe leaf color changes, and record the growth rates. These tangible experiences
allow them to grasp the basics of plant biology while aligning with Piaget's idea of learning through
hands-on, concrete experiences.
Behaviorism Reinforcement
Simultaneously, Skinner's behaviorism is at play. Positive reinforcement is incorporated to
encourage active participation and a positive attitude toward scientific exploration. Students
receive praise and recognition for their involvement in the experiments, as well as for accurately
recording their observations. This positive feedback serves as reinforcement, strengthening their
engagement with scientific activities and fostering an optimistic outlook towards future
explorations.
Outcome
By blending these approaches, students not only gain a foundational understanding of plant
biology but also develop crucial skills in scientific inquiry and data collection. The integration of
Piaget's Concrete Operational stage and Skinner's behaviorism creates a rich learning experience,
setting the stage for more advanced scientific thinking in the later grades.
4.2 Grade 8: Formal Operational Stage Curriculum
Grade 8 Example: Navigating Complexity with Piaget and Skinner
In 8th grade, our science curriculum seamlessly combines Piagetian and Skinnerian strategies,
challenging students to navigate the complexities of advanced biological concepts and abstract
principles in physical science.
Biological Exploration
Imagine students delving into the intricate world of ecosystems and life cycles. They are given the
task of creating a comprehensive project that involves observing and analyzing an ecosystem

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within the school environment. This project prompts them to think critically about the
interdependence of species, the impact of environmental changes, and the intricacies of life cycles.
Concrete and Abstract Thinking
This project caters to both Piagetian and Skinnerian approaches. In their observations and analyses,
students apply concrete operational thinking by collecting and interpreting tangible data.
Simultaneously, they engage in more abstract thinking by considering the broader ecological
concepts and connections between different elements within the ecosystem. This dual approach
encourages a comprehensive understanding of biological complexities.
Physical Science Exploration
In the realm of physical science, students dive into abstract principles of chemistry and physics.
They explore chemical reactions and their environmental impacts, linking theoretical concepts to
real-world scenarios. For instance, students might investigate the environmental consequences of
various chemical reactions, connecting abstract principles to observable effects.
Skinnerian Reinforcement
Skinner's behavioral strategies come into play through positive reinforcement. Students are
acknowledged and praised for demonstrating logical decision-making skills as they grapple with
complex scientific concepts. This positive feedback serves to reinforce their engagement and
problem-solving abilities, fostering a positive attitude towards the challenges presented by
advanced scientific exploration.
Outcome
Through this integrated approach, students not only gain a deeper understanding of advanced
biological and physical science concepts but also develop critical thinking skills essential for future

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scientific inquiry. The seamless blend of Piagetian and Skinnerian strategies provides a well-
rounded curriculum that prepares students for the rigors of scientific thinking in higher grades.
4.3 Grade 9: Integrated Curriculum - Blending Approaches
Grade 9 Example: Synergizing Cognitive and Behavioral Mastery
In 9th grade, our science curriculum adopts a holistic approach, seamlessly weaving together
Piagetian and Skinnerian strategies to provide students with a comprehensive and dynamic
learning experience.
Scientific Modeling and Real-World Application
Students are introduced to scientific modeling, a method that encourages real-world application of
theoretical concepts. Imagine a scenario where students are tasked with creating models to
simulate real-world phenomena, such as climate change or ecological shifts. This approach aligns
with Piaget's cognitive development, as students transition from abstract concepts to practical,
hands-on applications.
Environmental Science and Abstract Decision-Making
Environmental science activities take center stage, incorporating abstract decision-making.
Students explore complex environmental issues, applying theoretical knowledge to devise
solutions. For example, they might analyze the impact of human activities on ecosystems and
propose strategies for sustainable practices. This not only fosters abstract reasoning but also
prepares students for real-world scenarios, aligning with both Piaget's and Skinner's principles.
Culminating Project: Integrating Cognitive and Behavioral Strategies
The 9th-grade curriculum culminates in a comprehensive project that seamlessly integrates both
cognitive and behavioral strategies. Students are challenged to design and conduct experiments,
applying their scientific inquiry skills. Positive reinforcement is woven into the project, with

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students receiving acknowledgment and praise for their thoughtful approaches and problem-
solving skills. This reinforces their engagement with the scientific process and cultivates a positive
mindset towards complex scientific endeavors.
Outcome
This integration of Piagetian and Skinnerian strategies aims to provide a well-rounded learning
experience. Students not only deepen their understanding of scientific concepts but also develop
practical skills crucial for their future scientific pursuits. By blending cognitive and behavioral
approaches, the 9th-grade curriculum ensures that students are not just knowledgeable but also
adept at applying their knowledge in real-world situations, setting the stage for successful future
scientific endeavors.
5. Teacher's Role in Implementation: Nurturing Blended Learning
Teachers serve as linchpins in the successful implementation of the blended learning approach,
acting as facilitators who seamlessly integrate both cognitive and behavioral strategies. Their role
is multifaceted, requiring adaptability and responsiveness to the diverse needs of individual
students.
5.1 Facilitators of Blended Learning
In the blended learning environment, teachers take on the role of facilitators, guiding students
through a harmonious blend of Piagetian and Skinnerian strategies. They leverage Piaget's
cognitive principles by providing varied learning materials that accommodate different cognitive
levels, allowing each student to progress at their own pace.
5.2 Adaptability and Responsiveness
Teachers must be adaptable, recognizing and responding to the unique cognitive and behavioral
requirements of each student. This involves tailoring instructional methods to suit individual

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learning styles, providing additional support where needed, and challenging students who are
ready for more advanced concepts. By being responsive to students' cognitive and behavioral
needs, teachers foster an environment that nurtures both intellectual and personal growth.
5.3 Continuous Assessment and Timely Feedback
Continuous assessment and timely feedback are cornerstones of successful implementation. By
regularly assessing students' progress, teachers gain insights into their cognitive development and
behavioral engagement. Timely feedback serves as a Skinnerian reinforcement tool, recognizing
and reinforcing positive behaviors while guiding students toward improvements. This dynamic
feedback loop supports students in their journey to mastery.
5.4 Creating a Supportive Learning Environment
Teachers play a pivotal role in shaping the classroom environment. By fostering a supportive
atmosphere, educators create opportunities for students to thrive cognitively and behaviorally. This
includes promoting collaboration, encouraging curiosity, and instilling a growth mindset that
values effort and resilience. A positive learning environment enhances both cognitive
understanding and behavioral engagement.
5.5 Outcome
In essence, teachers act as architects of the blended learning experience, skillfully merging
cognitive and behavioral approaches. Their adaptability, responsiveness, and commitment to
continuous improvement contribute significantly to creating a learning environment where
students can flourish intellectually and personally. Through this pivotal role, educators empower
students to navigate their educational journey with a comprehensive skill set that extends beyond
mere academic knowledge.

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6. Assessment Strategies: Gauging Growth in Learning
6.1 Implementing a Variety of Assessment Tools
In assessing student progress, a diverse set of tools is employed. Formative assessments are utilized
during lessons to gauge understanding in real-time, allowing for immediate adjustments.
Performance-based assessments go beyond traditional testing, focusing on practical application.
By incorporating these tools, a holistic picture of students' cognitive and behavioral development
emerges, providing a nuanced understanding of their learning journey.
6.2 Role of Rubrics, Portfolios, and Performance-Based Assessments
The integration of rubrics, portfolios, and performance-based assessments plays a pivotal role in
the assessment process. Rubrics provide clear criteria for evaluation, ensuring assessments align
with both cognitive and behavioral objectives. Portfolios offer a dynamic showcase of a student's
work over time, capturing the evolution of understanding and application. Performance-based
assessments go beyond memorization, emphasizing the practical use of knowledge in real-world
scenarios. Together, these tools offer a comprehensive view, not only measuring comprehension
but also evaluating the practical application of learned concepts, contributing to a more thorough
and insightful assessment strategy.
7. Challenges and Solutions
7.1 Challenges in Implementing a Blended Approach
Implementing a blended learning approach brings challenges in finding the right mix between
hands-on and theoretical learning and meeting the different ways students like to learn. It's like
trying to balance doing cool experiments with understanding complicated ideas. Some students
love getting hands-on, while others might find abstract stuff tricky. Figuring out how to create
lessons that fit both styles and suit each student's preference is a puzzle. And then there's the task

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of testing everyone's understanding in a fair way and making sure technology doesn't make things
tricky for those who might not have easy access. Solving these challenges needs teamwork from
teachers, lesson planners, and policymakers to make sure our learning environment works well for
everyone.
7.2 Strategies for Overcoming Challenges: Tailoring Education for Success
To tackle the challenges of blended learning, employing strategies such as differentiation and
scaffolding proves effective. Differentiation involves customizing instruction to suit diverse
learning styles, ensuring each student gets the support they need. Teachers can offer additional
guidance and resources as required, tailoring the learning experience to individual preferences.
Scaffolding, another key strategy, involves providing structured support that adapts to students'
evolving abilities. This approach allows for flexibility in instructional methods, enabling teachers
to make real-time adjustments based on the unique needs of each student. By embracing these
strategies, educators create an environment where every student can thrive, breaking down barriers
and fostering a more inclusive and effective blended learning experience.
8. Future Directions in Science Education
8.1 Exploring Emerging Possibilities and Innovations
The future of science education lies in embracing emerging possibilities and innovations, notably
through the integration of technology and personalized learning. By leveraging technology,
educators can create dynamic and tailored learning experiences that cater to individual needs,
ensuring a more engaging and effective educational journey. Staying adaptable in the face of
educational advancements is vital to remaining relevant and meeting the evolving requirements of
students in a rapidly changing world.

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8.2 Encouraging Continuous Improvement and Research
Encouraging continuous improvement and research is pivotal for shaping the future of science
education. This involves staying abreast of emerging educational strategies and actively
participating in ongoing professional development. By fostering a culture of continuous
improvement, educators contribute to the advancement of effective teaching practices in science
education. Engaging in research not only refines instructional methods but also ensures that
educational approaches align with the latest insights in the field, ultimately enriching the learning
experiences for students and preparing them for the challenges of the future.
9. Conclusion
In navigating the future of science education, the integration of cognitive and behavioral
approaches emerges as a key driver for a well-rounded and engaging learning experience. The
blended learning approach, seamlessly weaving Piagetian and Skinnerian strategies, presents a
dynamic model that caters to diverse learning styles. Through concrete examples in the 7th, 8th,
and 9th-grade science curricula, this paper illustrates how this integration fosters a comprehensive
understanding of scientific concepts while developing critical thinking and practical skills.
Teachers play a pivotal role in this process, acting as facilitators in a supportive learning
environment. While challenges in implementation are acknowledged, strategies like differentiation
and scaffolding offer pathways to success. Assessment strategies involving a variety of tools,
including formative and performance-based assessments, ensure a nuanced understanding of
students' cognitive and behavioral development. Looking towards the future, embracing emerging
possibilities and encouraging continuous improvement and research stand as guiding principles
for science education. By staying adaptable and leveraging technology, educators can create an
educational landscape that prepares students for the challenges of a rapidly evolving world.

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