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Psychological Theories in Learning

The document discusses various psychological theories in education, focusing on learning theories such as Cognitivism, Behaviorism, Constructivism, Humanism, and Connectivism. It outlines key concepts and applications of each theory, including Piaget's stages of cognitive development and Kolb's experiential learning cycle. Additionally, it highlights the importance of critical reflection and social learning in educational contexts.
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0% found this document useful (0 votes)
22 views48 pages

Psychological Theories in Learning

The document discusses various psychological theories in education, focusing on learning theories such as Cognitivism, Behaviorism, Constructivism, Humanism, and Connectivism. It outlines key concepts and applications of each theory, including Piaget's stages of cognitive development and Kolb's experiential learning cycle. Additionally, it highlights the importance of critical reflection and social learning in educational contexts.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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DELM 112-

Psychological
Theories in Education
EMELY MARIE S.
ATIENZA
Discussant 2

TOPIC: LUZ
C.CAJEGAS
Learning Theory Discussant
1

DR. BARTOLOME A. CARRE


Professor
LEARNING THEORY

Describes the conditions and processes


through which learning occurs, providing
teachers with models to develop
instruction sessions that lead to better
learning.
Influence of Learning Theories
Educational theories influence learning in a
variety of ways by
-providing students with structure and a
comfortable steady environment.
-helping educators and students align on goals
and outcomes
-allowing students a voice in determining how
the class will be managed
-deciding if instruction will be mostly teacher-
led or student-led
Types of Learning Theories

There are 5 main types of learning theories


1.Cognitivism
2.Behaviorism
3.Constructivism
4.Humanism
5.Connectivism
Connectivism

-Cognitive learning theory says that mental


processes are an important part in
understanding how we learn.
Plato and Descartes are two of the first
philosophers that focused on cognition
however Jean Piaget is the eminent for his work
Piaget’s Cognitive Development Theory

-This theory says that children move through


stages of learning which are:

-Sensorimotor
-Pre-operation
-Concrete operational
-Formal operational
Piaget’s Cognitive Development Theory
Stages Age Range Description

Sensorimotor From birth to -identifies and recognizing


2years object performance
Preoperational 2 to 7 years -begins to use language
-egocentric thinking difficulty
seeing things from other
viewpoints
-classified objects by single
feature i.e.color
Piaget’s Cognitive Development Theory
Stages Age Range Description
Concrete 7 to 11 years -logical thinking
operational -recognizes conservation of
numbers,mass and weight
-classifies objects by several
features and can place them in
order
Formal 11 years and -logical thinking about abstract
operational onward propositions
-concerned with the hypothetical
and the future
-create hypothesis and test
Piaget Theory of Cognitive Development

Sensorimotor

Stages Preoperational
Concrete operational
Piaget Theory Formal operational
of Cognitive Schemas
Development Cognitive Assimilation

Process Accomodation
Equilibration
Cognitivism in Classroom

In reference to this theory


-teacher provides positive learning
environment
-students are encourages to be aware of their
self cognitive process of learning
-students are encourage to ask questions and
are proposed upon,reflect back,make and share
their understanding
Behaviorism

-this theory is the idea that how a student


behaves is based on their interaction with their
environment.It suggests that behaviors are
influenced and learned from external forces
rather than internal forces

Three main types are:


-classical conditioning
-operant conditioning
-observational/social learning
Classical Conditioning

-given by Ivan Pavlove,classical conditioning is


a behavioral procedure in which a biologically
potent physiologicalk stimulus(e.g.foo)is paired
with a neutral stimulus
-this theory states that behaviors are learned
by connecting a neutral stimulus with a
positive one
Operant/instrumental Conditioning

-occurs when an associations is made between


a particular behavior and a consequence for
that behavior
-this theory by B.F Skinner says that rewards
and punishment too modify behavior that is
rewarded is likely to be repeated,and behavior
that is punished will rarely occur
Behaviorism in Classroom

-Positive reinforcement
-Drills
-Guided practice
-Regular reviews and acknowledge
Constructivism

-is based on the idea that students actually


create their own learning based on their
previous experiences
-learning is an active process
-learning is contextual
-learning is unique for each student
-motivation is the key to learning
Constructivism in Classroom

-shared knowledge between teachers and


students
-shared authority between teachers and
students
-teachers act as a guide or facilitator
-learning groups consist of small numbers of
students
Humanism

-is very closely related to constructivism


-focuses on the idea of self-actualization
-everyone functions under a hierarchy of needs
-this theory was developed by Abraham
Maslow, Carl Rogers, and James F.T. Bugenta
Maslow’s
Hierarchy of Self-actualization
Needs Esteem
Love/belonging

Safety
Physiological
Humanism in Classroom

Accdg.to the role of the teaching includes:


-Teach learning skills
-Provide motivation
-Provide choices in tasks
-Create opportunities for group interaction
-Acknowledge student’s participation
-Provide safe learning environment
Connectivism
-Is one of the newest education in learning
theories.
-It focuses on the idea that people learn and
grow when they form connections with the
roles, obligations, hobbies, goals and people
that influence learning
-It was introduced in 2005 by the two
theorists(George Siemens and Stephen
Downes)
-Siemens tends to focus social aspects
-Downes focuses on non-human appliances and
Connectivism in Classroom

-relies heavily on technology, socialized the first


step to create a connectivist.
-is to introduce more opportunities for digital
learning
-it empowers both the teacher and the student
-focuses on collaborative learning hence
introducing fun activities, gamification and
simulation
Other Learning Theories

A few other popular learning theories are:

-Transformative learning theory


-Social Learning Theory
-Experiential Learning Theory
Transformative Learning Theory

-was developed by Jack Mezirow in the late


20th century. It describes how adults learn
by critically reflecting on their experiences,
leading to deep, meaningful changes in
their perspectives and worldviews.
Key Concepts of Transformative

Learning Theory
1. Disorienting Dilemma
A significant experience or crisis that challenges
existing beliefs and assumptions.
2. Critical Reflection
Examining personal assumptions and
questioning deeply held beliefs.
3. Rational Discourse
Engaging in open discussions with others to
explore new perspectives.
4. Perspective Transformation
A shift in worldview that changes how a person
interprets and interacts with the world.
5. Action and Integration
Applying the new perspective to everyday life,
leading to personal and social change.
Phases of Transformative Learning
(Mezirow, 1991)
1. A disorienting dilemma.
2. Self-examination.
3. A critical assessment of assumptions.
4. Recognition that others have gone through similar
transformations.
5. Exploration of new roles and actions.
6. Developing competence and confidence in new
roles.
7. Reintegration into life with a new perspective.
Applications of Transformative Learning

Education:
Encourages critical thinking and
self-reflection in adult learning.

Workplace Training:
Helps employees adapt to new roles and
changes.
Social Change:
Supports individuals in questioning societal
norms and advocating for change.

Personal Growth:
Encourages deeper self-awareness and
emotional intelligence.
Social Learning Theory
(SLT)
– The Modeling Process developed by
Albert Bandura,
-It explains how people learn by
observing and imitating others.
-The modeling process is a key
component of SLT, describing how
Attention
Four Steps in We must 1st pay
attention to the
SLT Modelling model
Processes
Retention Reproduction
SLT we must be able
We must be able
to remember the Modeling to replicate the
observed behavior
behavior Process demonstrated

Motivation
We must be motivated
to demonstrate what
we have learned
Four Steps of SLT Modeling
Process
1. Attention – The learner must focus on the
model’s
behavior.
Factors affecting attention:
The model’s attractiveness, status, or
relevance.
The learner’s interest and cognitive
ability.
2. Retention – The learner must
remember the observed behavior.
Strategies to enhance
retention:
Repetition, mental rehearsal, and
summarization.
Example: The student takes notes and
practices the math problem later.
3. Reproduction – The learner
attempts to imitate the behavior.

Influencing factors:
Physical ability, cognitive skills, and
practice.

Example:
The student tries to solve a similar
math
4. Motivation
-The learner needs a reason to imitate the
behavior.
Sources of motivation:
Direct reinforcement (e.g., praise, rewards).
Vicarious reinforcement (seeing others rewarded for
the behavior).
Intrinsic motivation (personal satisfaction).
Example: The student is motivated to master math
because
Application in Education
Teachers as Role Models –
Demonstrating critical thinking, problem-
solving, or respectful communication.

Peer Learning – Encouraging students to


learn from one another through group
work.

Media Influence – Using videos,


demonstrations, and real-life examples to
Experiential Learning Theory
-this theory focuses on learning by doing
-students encouraged to learn through
experiences that can help them retain
information and recall facts
-it was defined by David Kolb in 1984
-Though his influence came from other
theorists such as John Dewey, Kurt Lewin, and
Jean Piaget, Kolb was able to identify four
stages of ELT
Kolb’s Experiential
Learning Cycle
(David Kolb,
1984)
Kolb’s Experiential Learning Cycle
explains how people learn through
experience. It is a continuous process
that involves four stages, allowing
learners to reflect, conceptualize, and
ACTIVE
Kolb’s Learning EXPERIMENTATION
Cycle Trying out what you have learned

ABSTRACT CONCRETE
CONCEPTUALIZATION EXPERIENCE
Learning from the Having the actual
experience experience

REFLECTIVE
OBSERVATION
Reflecting on the experience
The Four Stages of Kolb’s
Learning Cycle
1. Concrete Experience (Feeling)
Learning begins with a direct experience—
doing something new or encountering a
challenging situation.
Example:
A student performs a science
experiment in a lab.
2. Reflective Observation
(Watching)
The learner reflects on the experience
and considers what happened.
Example:
The student thinks about why the
experiment produced certain results.
3. Abstract Conceptualization
(Thinking)
The learner analyzes the experience
and forms new ideas or modifies existing
knowledge.
Example:
The student connects the experiment’s
results to scientific theories.
4. Active Experimentation (Doing)
The learner applies what they learned to
new situations and tests their
understanding.
Example:
The student designs a new
experiment to test
their hypothesis further.
Kolb’s Learning Styles

Kolb identified four learning styles


based on how individuals prefer to
engage in the cycle:
1. Diverging (Feeling & Watching) –
Prefers brainstorming, discussions,
and seeing different perspectives.
2. Assimilating (Watching &
Thinking) –
Enjoys logical reasoning, research,
and structured learning.
3. Converging (Thinking & Doing) –
Prefers problem-solving and
applying knowledge to practical tasks.
4. Accommodating (Doing &
Feeling) –
Learns best through hands-on
experiences and trial-and-error.
Application in Education
Project-based learning:
Engaging students in hands-on
activities.
Reflective journals:
Encouraging students to think
critically about their experiences.
Problem-solving tasks:
Applying knowledge to real-world

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