The document summarizes a story about three princes who attempt to save a princess from a curse using different learning theories. The first prince, Skinner, uses behaviorism and a teaching machine, but fails because it does not account for the princess's internal state of mind. The second prince, Gagne, uses cognitive learning theory but also fails because it is too teacher-oriented. The third prince, Vygotsky, uses constructivism - he assesses the princess, provides customized scaffolding, and allows her to learn independently, successfully lifting the curse.

1. Three men
who saved a princess
written & illustrated by H.Y.Chun, H.J.Lee,
H.R.Suh, J.E.Kim, K.J.Sim, Y.J.Choi

5. Three men
who saved a princess
written & illustrated by H.Y.Chun, H.J.Lee,
H.R.Suh, J.E.Kim, K.J.Sim, Y.J.Choi

6. Once upon a time there was a beautiful princess in the
Kingdom of ET. The princess of ET was a very beautiful and
smart woman.
However, there lived a horrible witch within the kingdom. The
witch was very envious over the princess. She could not stand the
princess’s smartness and charming personality.

7. The witch could not bare it no longer, so she decided to put a
curse upon the princess. The curse made the Princess lose her
natural talents that she possessed. For the Princess to overcome
this horrible curse, the most effective way was through various
learning methods. This would help the princess improve her
logical thinking ability.

8. One of the subjects best suitable for aiding her logical thinking
ability would be math. That would be the main focal point on reeducating the Princess. Knowing this, the King of ET sent out a
request, asking for the bravest and smartest man who could lift
the curse from the Princess. In return whomever could help the
Princess, would marry her.

9. A skinny prince named Skinner from the Kingdom of
Behavior rose to the challenge, and suggested the “behaviorism
learning method.” He decided to use ‘teaching machine’ as one
of the behaviorism learning method in which his theory is
applied. This method would provide repetitive problem solving
process and simple immediate feedback.

10. However, there were three major shortcomings of the teaching
machine. First shortcoming was the lack of identifying the
learner’s internal mental state of mind. In the case of educating
the princess, this was the flaw. The Prince did not take this
factor into consideration. So, the Princess got tired of calculating
numbers all day. The Princess did not like feeling like a machine.
It was not in her nature to do a repetitive task redundantly. The
Princess was an outgoing spirit, and like to learn another way.

11. Second shortcoming was the lack of interaction between the
princess and Skinner. The given computer device became an
intervention of the attention. In other words, it became the
barrier in communication between the teacher and the learner.

12. Third shortcoming of the teaching machine was that the
learner could not develop a high level of problem solving that
requires practical ability. As a result, Skinner failed to save the
princess.

13. Then, a gray haired Prince appeared, who was Gagne of the
kingdom of Cognition. He suggested the cognitive teaching
method. Unlike the behaviorist method, Gagne proposed his
own theory, which he referred to it as the “Nine events of
instruction.” This took into account of learner’s internal
mental process.

14. Nine events of instructions consist of;
1. Gaining attention of learners
2. Informing learners of objectives
3. Stimulating recall of prior learning
4. Presenting the content
5. providing learner guidance
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Retention and transition
Gagne believed that this systemized instructions was the only
way to bring the princess back to her original state.
So he focused on teaching mathematics to the princess by using
his theory.

15. The method Gagne applied was a teacher-oriented method.
The knowledge presented was considered absolute and critical.
This method completely ignored the personality of the
princess as a learner. Despite Gagne’s effort, the princess
remained the same.

16. Finally, a vigorous young beggar named Vygotsky from the
kingdom of Construction came forward. Vygotsky became
beggar because it was the period of cognitivism where people
ignored the effectiveness of constructivism.
So nobody purchased his instruction method to apply in their
education.

17. Vygotsky suggested the constructive way of learning.
First, Vygotsky spent three days diagnosing how much
progress the princess needed.

18. Then, he determined the current/independent development
and the potential/assisted development of the princess.
He named the gap between the two types of development ‘zone
of proximal development’.

19. Based on precise understanding into characteristics of the
princess’s intelligence state, Vygotsky provided customized
and personalized ‘scaffoldings’ so that the princess could
discover her own ability by herself. The princess with a good
sense self-awareness was able to develop logical thinking
ability through independent and active learning.

20. Thanks to Vygotsky’s loving effort and care, the princess
finally escaped from the curse.
The princess and Vygotsky got married and lived happily
ever after.

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