The document discusses three learning theories: behaviourist theory which focuses on observable behaviors and conditioning, constructivist theory which emphasizes that learning is constructed from experiences, and situated learning theory which states that learning occurs through social contexts and authentic activities; it provides characteristics and implications for each theory including how they inform classroom learning environments.

1. LEARNING THEORIES
Behaviourist theory
Constructivist theory
Situated learning

2. Behaviourist theory
 Its main influences were
 Ivan Pavlov, who investigated classical
conditioning
 John B. Watson (1878-1958) who rejected
introspective methods and sought to restrict
psychology to experimental laboratory
methods.
 B.F. Skinner, sought to give ethical grounding
to behaviorism, relating it to pragmatism.

3. Behaviourist theory
 Behaviourist Theory maintains a focus on
the change in observable behaviours as the
manifestations of learning.
 Thus the theory states that is learning is the
acquisition of new behaviour through
conditioning

4. Behaviourist theory
 The means of conditioning is achieved in
two ways namely, classical and operant.
 Operant conditioning is where there is
reinforcement of a behaviour by a reward
or punishment. Reinforcement is any
means of increasing the likelihood that an
event will be repeated.

5. Behaviourist theory
 Classical conditioning is where the
behaviour becomes a reflex response to
stimulus. For example Dogs who were fed
continuously by persons in lab coats
reacted as if food was on its way
whenever they saw a lab coat

6. Characteristics
 Behaviourist believes:
 Learning is manifested by a change in behaviour
 Environment shapes behaviour ( nurture)
 Contiguity and reinforcement are integral to the
learning process. Contiguity describes how close
in time two events must be for a bond to be
formed and Basic laws of learning are the same
for all animals whether dogs or humans.

7. Implications: Learning environment
Behaviourist view learning as a change in
behaviour, therefore educators arrange
the environment to get desired responses
through:
Behavioural objectives
Competency based education
Skill development and training

8. Constructivist theory
 Constructivism is a synthesis of multiple
theories diffused into one form. It is the
assimilation of both behaviorialist and
cognitive ideals.
 The “constructivist stance maintains that
learning is a process of constructing
meaning; it is how people make sense of
their experience”

9. Characteristics of the
Constructivist theory
 Constructivist believe that:
 Peoples construct their own understanding of
the world through experiencing things and
reflecting on these experiences.
 When learners encounter something
new, they reconcile it with previous
knowledge and experiences. In the end they
may change what they believe , or they may
discard the new information as irrelevant.

10. Implications: Learning environment
 The teacher acts as a facilitator and guide in
helping the students to become active
participants in their learning. Thus enabling
them to make the connection between prior
knowledge and new knowledge.
 The teacher helps the student to construct
knowledge rather than reproduce a series of
facts.

11. Implications: Learning environment
 The teacher provide tools such as problem
solving and inquiry based learning
activities so that student can formulate
and test their ideas, and draw their own
conclusions.

12. Situated Learning
 Situated Learning Theory, created by Jean
Lave and Etienne Wenger as a model of
learning in a community of
practice, advances that learning is
involuntary and situated within authentic
activity, context, and culture.
 Simply put, situated learning is learning that
takes place in the same context in which it is
applied.

13. Situated Learning
 Situated learning is related to Vygotsky’s
notion of learning through social
development
 Regular classroom learning activities
involve:
 1) Abstract knowledge which is in and out
of context,

14. Characteristics
 Lave argues that learning is situated; that is,
 It occurs normally (unintentional rather than
deliberate)
 It is embedded within activity
 It is embedded within context and
 It is embedded within culture.
 Lave and Wenger (1991) call this
unintentional learning a process of
“legitimate peripheral participation” or LPP

15. Implications
 Knowledge needs to be presented in
authentic contexts — settings and situations
that would normally involve that knowledge.
 Social interaction and collaboration are
essential components of situated learning —
learners become involved in a “community of
practice” which embodies certain beliefs and
behaviours to be acquired.

16. Implications
 As the beginner or novice moves from the
periphery of a community to its center, he
or she becomes more active and engaged
within the culture and eventually assumes
the role of an expert.

17. Learning activity:
Constructivist theory
 Students will go on a nature walk and will
be encourage to choose a hibiscus flower.
They will be guided by the teacher in
taking apart the flower then they will
examine and name the different parts.