UNIVERSITY OF THE SOUTHERN CARIBBEAN

MARACAS ROYAL ROAD, MARACAS, ST. JOSEPH.

Evolving Concept Maps

An Assignment
Presented in Partial Fulfillment
of the Requirements for the Course
EDPC514-Psychology of Education

INSTRUCTOR: Dr. Ronnie Roberts

By

Nomanie Singh & Dharsanie Rampersaud

May 18, 2024

Contents
Explanation for Concept Map 1........................................................................................2

Explanation for Concept Map 2........................................................................................5

Explanation for Concept Map 3........................................................................................7

Explanation for Concept Map 4........................................................................................9

Explanation for Final Concept Map................................................................................11

References.....................................................................................................................13
 Explanation for Concept Map 1

The central idea of the first mind map is learning itself. Because this is the first concept

map, the purpose of it was to show how the learning theories and concepts of learning

interconnect, and all fall under the umbrella of learning. The first major stem of the map

identified criteria for learning such as change, endurance over time, and experience-

based learning (Schunk, 1991). This was a necessary inclusion to the map since it

aimed at defining what learning is.

Learning processes such as attention, encoding, storage, retrieval, self-regulation,

metacognition, and reflection was another major stem of the map. Because this course

is about the psychology of learning, these processes are important to the learning

process, and so was an important factor to consider in the concept map. In particular,

the designers found “metacognition” to be critical since it involves awareness of one's

thinking and learning strategies (Schunk, 1991). Additionally, “metacognition” was

placed near “self-regulation” to show the link between self-awareness and control over

learning.

Another branch from the concept of learning were the theories of learning behaviorism,

cognitivism, and constructivism (Schunk, 1991). The implications of these theories on

instruction strategies were also highlighted. Because learning theories are foundational

frameworks that guide educational practices and research (Schunk, 1991), they are

pivotal to learning, and thus their inclusion in the concept map was necessary.

Furthermore, from a practical rationale, understanding these theories will help educators

design effective learning experiences.

Another branch on the concept map explored how learning can be assessed. Methods

of assessment include observation, reflection, ratings, and responses. Notably,

reflection was included as both a method of assessment and a part of the learning

process itself. Assessing learning is important because it allows measurement of

learning outcomes, which can then guide instruction and inform recommendations for

changes (Stăncescu, 2017). Therefore, including assessment in the concept map

shows the importance of measuring learning.

Finally, the new science of learning emerged as a branch on the mind map. This

branch, by focusing on contemporary ideas (like conceptual learning, the importance of

reflection in learning, and the transition from novice to expert) showcased how the

understanding of learning has evolved and is constantly evolving. By understanding

these evolving ideas, educators can recognize how to support learning by optimizing

learning experiences (Sawyer, 2008). For example, providing scaffolding can facilitate

the transition from novice to expert.

 Explanation for Concept Map 2

The next concept map focused on social learning theory, behavioral learning theory,

and self-efficacy. This is a shift from the first map which was a broader explanation of

learning. As such, concept map 2 narrowed the scope to specific learning theories-

social learning theory, behavioural learning theory- and to self-efficacy. While social

learning theory and behavioural learning theory focuses directly on mechanisms of

learning, self-efficacy plays a critical role in influencing an individual's motivation and

ability to learn, and so also formed an integral part of this concept map for Week 3 and

Week 4.

Behavioural learning theory was one of the two theories featured in this concept map

that explores the mechanisms of learning. Following the principles elucidated by

Snowman and McCown (2012), this branch included key points of behaviourism such

as fixed ratio schedules and positive/negative reinforcement which explains how

behaviors are strengthened or weakened and are thus important aspects of

behaviourism. Educational applications of behaviourism then followed which highlighted

ideas such as computer-based instruction and behaviour modification techniques.

These are practical extensions of the theory in classroom settings, and they were

placed under separate branches to underscore how important they can be in using the

behaviourism learning theory. This section of the concept map therefore connected key

points of behavioural learning with how it can be practiced.

Under the branch of social cognitive theory, paradigm shifts in psychological theorizing,

as discussed by Bandura (2001) was included. This whole idea of social learning theory

emerged from a shift in psychological theorizing, where education started to move

beyond behaviorism, and valued the influence of social cognitive processes on learning.

As such, the concept of psychological theorizing provided context for understanding the

principles of social cognitive theory better. Furthermore, human agencies which show

how individuals can influence their own learning was necessary in understanding how

learners can actively participate in the learning process (Bandura, 2021). Including both

paradigm shifts and the features of human agency within this branch of social cognitive

theory highlights the role of these two concepts in shaping the principles of the social

cognitive theory.

In addition to that, the placement of the Triadic Reciprocal Causation Model and the

concepts of Self-Control, Self-Regulation, and Self-Efficacy under Social Cognitive

Theory, as described by Snowman and McCown (2012), in the concept map explained

the key concepts of the theory. In particular, the Triadic Reciprocal Causation Model

explains how individuals learn and behave within a social context, and so is a

foundational concept of the social cognitive theory. In the same way, self-control, self-

regulation, and self-efficiency are crucial for understanding how individuals manage

their learning processes, which is a key aspect of Social Cognitive Theory. These three

concepts (self-control, self-regulation, and self-efficacy) were also grouped together to

highlight how interconnected they are in fostering self-regulated learning. In terms of

placement, all these concepts followed the discussion of paradigm shifts in

psychological theorizing since social cognitive theory is derived from that shift from

behaviourism to cognitive and social influences.

 Explanation for Concept Map 3

The evolution from the second concept map to the third concept map represents a shift

towards more interactive learning theories. While the second concept map focused on

behaviorism and social cognitive theory, concept map 3 focuses on elaboration-based

learning and social constructivism which emphasize the importance of internal cognitive

processes and the construction of knowledge through social interactions respectively.

Additionally, constructivist learning theory introduces the idea that learners actively

construct knowledge.

Like the previous concept map, this one focuses on learning, but delves deeper by

exploring the specific learning theories. The first theory explored is elaboration-based

learning. This theory is further divided into its core principles, practical applications, and

how it changes in effectiveness across the lifespan and for learners of varying skill

levels (Levin, 1988). Including the core ideas behind elaboration, such as active

processing and logical connections, facilitated an understanding of the theory. The

‘examples’ branch showed concrete ways in which learners can elaborate on

information such as using mnemonics and text processing strategies. The examples

connected theory to real-world classroom practices- this was the rationale for including

it in the concept map. Elaboration techniques for children with learning difficulties was

also a prominent branch under elaboration-based learning. This was because these

techniques can be useful for learners who may need additional support.

Another theory, the cognitive load theory, as described by Paas and Ayres (2014), is

divided into working memory and long-term memory. Long-term memory is shown as

having an unlimited capacity for storing information. Under the working memory branch,
concepts like limited capacity, limited duration, and factors affecting working memory

(such as physical environment and learner characteristics) are included. Branching the

cognitive load theory into working memory and long-term memory showed the

distinction between these two memory systems and their roles in learning. Additionally,

under the working memory branch, specific concepts like limited capacity, limited

duration, and factors affecting working memory are explored. Narrowing in on these

elements provides a more comprehensive understanding of how working memory

impacts learning. It is important to note that while the first concept map touched upon

memory as a part of the learning process, this third concept map takes a more detailed

approach on how different memory systems contribute to learning.

Constructivism, another learning theory, has branches that include problem-solving,

transfer of learning, pedagogical implications, and assessment and evaluation. This

branching structure shows the multifaceted nature of constructivism and how it impacts

various facets of learning. In particular, the map depicted how active participation and

role of prior learning are essential in this theory. Then, the pedagogical implications

branch showed how constructivism translates into practical teaching methods. Notably,

the pedagogical implications branch further divides into challenges learners might

encounter, such as evidence challenges and pragmatic challenges (Snowman &

McCown, 2012). This was a necessary inclusion to show that constructivism has its

limitations, and it therefore shows a more balanced perspective on constructivism.

Social constructivist learning theory was also prominently featured on this concept map.

This branch emphasized the role of dialogue in constructing knowledge. This placement

highlights how dialogue contributes to knowledge construction within social

constructivism. The role of writing in knowledge transformation is also illustrated on the

concept map. Writing allows learners to externalize their thoughts and to refine their

understanding (Li & Zhang, 2021), and so placing writing as a tool that facilitates the

transformation of knowledge is justified.

Finally, self-efficacy is a concept that appeared in both Concept map 1 and concept

map 2. Self-efficacy is also connected to constructivism in concept map 3 because self-

belief plays a role in active knowledge construction.

Explanation for Concept Map 4

The fourth concept map introduced two main concepts which were self-regulated

learning and reflective practice which signifies a shift away from a focus on the learning

theories. This concept map has thus evolved from the previous ones to show that

learning extends beyond understanding how learning happens (through theories) to

understanding the learner's active role in managing the learning process (self-

regulation) learning from their experiences (reflection). As such, the thematic focus of

this concept map is a deeper level of learning than what was depicted in the earlier

concept maps.

The first theme of this concept map was self-regulated learning which then depicted

concepts like organismic and intentional self-regulation, development of self-regulation

and strategies for developing self-regulation (Lerner et al., 2011). Including self-

regulated learning clearly illustrated that learners are not just passive recipients of

information but active participants who manage their learning through setting goals,

monitoring progress, and adjusting strategies (Lerner et al., 2011). Furthermore, the
inclusion of organismic & intentional self-regulation served to provide a comprehensive

view of how self-regulation supports learning. With regards to development of self-

regulation, this branch explored how self-regulation skills change and is important so

that teachers can know how to support learners at different stages of self-regulation

development. Finally, including the strategies for developing self-regulation showed how

the concept of self-regulation could be put into practice.

The second theme of this concept map stays aligned with the concept of autonomy in

learning, but now focused on the teacher's reflective practice in teaching. This focus

explores how reflection can help teachers gain a deeper understanding of both teaching

and learning (Loughran, 2002). It creates an interesting contrast with the first branch,

which focused on the learner's awareness of their own learning process. However, both

branches highlight the importance of awareness in fostering successful learning

environments – for learners to be self-directed and for teachers to be reflective.

Some linkages that stemmed from the teacher’s reflective practice are kinds of

reflection such as aligned, technical and critical reflection and origins of reflective

practice (Loughran, 2002). Including these linkages was necessary to show that

reflection is multifaceted, and however done, the purpose of it is to enhance the learning

experiences provided to the students.

It was interesting how ideas of constructivism such as problem-solving and learning

through experience that were present in the earlier concept maps were translated here

into the teacher’s practice as well. The rationale for doing this was to show that teaching

too is a learning process. This seemed like an apt way to conclude the concept maps.
 Explanation for Final Concept Map

Building upon the insights from the previous four concept maps, the final map

culminates in a comprehensive overview of learning. The first branch on criteria for

learning established the foundation for what learning is. Including concepts like change,

endurance over time, and experience-based learning (Schunk, 1991) was important to

set the parameters for recognizing effective learning experiences.

This next branch on the process of learning delved into the mechanisms behind how

learning occurs. Including the three major learning theories (behaviorism,

constructivism, and social cognitive theory) provided a theoretical framework for

understanding the process of learning. Additionally, linking each theory to its core

principles and then showing how those principles translate into practical teaching

strategies was an effective way to show how the theories can be applied in the

classroom.

The branch on assessing learning illustrated methods for evaluating learning outcomes.

Placing self-reflection as a key assessment tool was an important connection. This is

because reflection allows learners to analyze their understanding and identify areas for

improvement. This makes reflection both a learning process and an assessment tool.

Furthermore, merging student and teacher reflection in this concept map (an evolution

from the previous concept maps) is a logical progression. It highlights how both parties'

reflections contribute to successful learning in the classroom.

Identifying self-regulation as an important branch stemming from social cognitive theory

is a strong connection. Social cognitive theory emphasizes self-efficacy, which is the

belief in one's ability to learn and achieve goals (Lerner et al., 2011). This belief is

crucial for successful self-regulation, as learners need confidence in their capabilities to

effectively monitor progress and adjust strategies (Lerner et al., 2011). Therefore,

placing self-regulation under social cognitive theory in this final concept map was

necessary to show the interconnectedness between these concepts. While Concept

Map 3 presented self-regulation as a broad concept, this final map emphasizes the

specific role it plays within the framework of the social cognitive theory.

In terms of how this final map evolved from the previous ones, the previous concept

maps had explored specific learning theories in detail with the fourth map shifting the

focus to self-regulated learning and reflective practice. This final map integrates these

concepts into a holistic framework that emphasizes both learner and teacher

development in creating successful learning environments.

 References

Bandura, A. (2001). Social Cognitive Theory: an Agentic Perspective. Annual Review of

Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Lerner, R. M., Lerner, J. V., Bowers, E. P., Lewin-Bizan, S., Gestsdottir, S., & Urban, J.

B. (2011). Self-regulation processes and thriving in childhood and adolescence:

A view of the issues. New Directions for Child and Adolescent Development,

2011(133), 1–9. https://doi.org/10.1002/cd.300

Levin, J. R. (1988). Elaboration-based learning strategies: Powerful theory = powerful

application. Contemporary Educational Psychology, 13(3), 191–205.

https://doi.org/10.1016/0361-476x(88)90020-3

Li, M., & Zhang, M. (2021). Collaborative writing in L2 classrooms: A research agenda.

Language Teaching, 56(1), 94–112. https://doi.org/10.1017/s0261444821000318

Loughran, J. J. (2002). Effective reflective practice. Journal of Teacher Education,

53(1), 33–43. https://doi.org/10.1177/0022487102053001004

Paas, F., & Ayres, P. L. (2014). Cognitive Load Theory: A Broader view on the role of

memory in learning and education. Educational Psychology Review, 26(2), 191–

195. https://doi.org/10.1007/s10648-014-9263-5

Sawyer, R. K. (2008). Introduction-The Science of Learning. In Cambridge University

Press eBooks (pp. 1–18). https://doi.org/10.1017/cbo9781139519526.002

Schunk, D. H. (1991). Learning Theories: An Educational perspective.

https://ci.nii.ac.jp/ncid/BB09340971

Snowman, J., & McCown, R. (2012). Psychology applied to teaching. Cengage

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Stăncescu, I. (2017). The importance of assessment in the educational process -

science Teachers’ perspective. ˜the œEuropean Proceedings of Social &

Behavioural Sciences. https://doi.org/10.15405/epsbs.2017.07.03.89