Εργασία 1 - Learning Theories

Εργασία 1 - Θεωρίες Μάθησης

Transcript

1. 2020 ΕΡΓΑΣΙΑ #1 PARASKEVI TSIMOPOULOU Παιδαγωγική Σχολή Φλώρινας
2. Περιεχόμενα Behaviorism ............................................................................................................................................. 1 History ................................................................................................................................................. 1 Application .......................................................................................................................................... 1 Constructivism ......................................................................................................................................... 2 History ................................................................................................................................................. 2 Application .......................................................................................................................................... 2 Social cognitive theory (SCT) ................................................................................................................... 3 History ................................................................................................................................................. 3 Application .......................................................................................................................................... 3 Complex Table (less accessible) .......................................................................................................... 4 Social learning theory .............................................................................................................................. 5 History ................................................................................................................................................. 5 Application .......................................................................................................................................... 5 Connectivism ........................................................................................................................................... 7 History ................................................................................................................................................. 7 ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΘΕΩΡΙΕΣ ......................................................................................................................... 8
3. ΛΗΜΜΑ #1: Behaviorism ΛΗΜΜΑ #1 - σελίδα 1 Behaviorism Behaviorism (or behaviourism) is a systematic approach to understanding the behavior of humans and other animals.[1] It assumes that behavior is either a reflex evoked by the pairing of certain antecedent stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment contingencies, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental events. It combines elements of philosophy, methodology, and theory. Behaviorism emerged in the early 1900s as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally, but derived from earlier research in the late nineteenth century, such as when Edward Thorndike pioneered the law of effect, a procedure that involved the use of consequences to strengthen or weaken behavior. History During the first half of the twentieth century, John B. Watson devised methodological behaviorism, which rejected introspective methods and sought to understand behavior by only measuring observable behaviors and events. It was not until the 1930s that B. F. Skinner suggested that covert behavior—including cognition and emotions—subjects to the same controlling variables as observable behavior, which became the basis for his philosophy called radical behaviorism.[2][3] While Watson and Ivan Pavlov investigated how (conditioned) neutral stimuli elicit reflexes in respondent conditioning, Skinner assessed the reinforcement histories of the discriminative (antecedent) stimuli that emits behavior; the technique became known as operant conditioning. Application The application of radical behaviorism—known as applied behavior analysis—is used in a variety of contexts, including, for example, applied animal behavior and organizational behavior management, to the treatment of mental disorders, such as autism and substance abuse.[4][5][6] In addition, while behaviorism and cognitive schools of psychological thought do not agree theoretically, they have complemented each other in the cognitive-behavior therapies, which have demonstrated utility in treating certain pathologies, such as simple phobias, PTSD, and mood disorders.
4. ΛΗΜΜΑ #2: Constructivism ΛΗΜΜΑ #2 - σελίδα 2 Constructivism Constructivism in education has roots in epistemology, which - in philosophy - is a theory of knowledge, which is concerned with the logical categories of knowledge and its justificational basis.[3] Epistemology also focuses on both the warranting of the subjective knowledge of a single knower and conventional knowledge. In constructivism, hence, it is recognized that the learner has prior knowledge and experiences, which are often determined by their social and cultural environment. Learning is therefore done by students' “constructing” knowledge out of their experiences. While the Behaviorist school of learning may help understand what students are doing, educators also need to know what students are thinking, and how to enrich what students are thinking.[4] There are scholars who state that the constructivist view emerged as a reaction to the so-called "transmission model of education", including the realist philosophy that it is based on.[1] History Constructivism can be traced back to educational psychology in the work of Jean Piaget (1896– 1980) identified with Piaget's theory of cognitive development. Piaget focused on how humans make meaning in relation to the interaction between their experiences and their ideas. His views tended to focus on human development in relation to what is occurring with an individual as distinct from development influenced by other persons.[5] Lev Vygotsky's (1896-1934) theory of social constructivism emphasized the importance of sociocultural learning; how interactions with adults, more capable peers, and cognitive tools are internalized by learners to form mental constructs through the zone of proximal development. Expanding upon Vygotsky's theory Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding, whereby the social or informational environment offers supports (or scaffolds) for learning that are gradually withdrawn as they become internalized.[4] Application Views more focused on human development in the context of the social world include the sociocultural or socio-historical perspective of Lev Vygotsky and the situated cognition perspectives of Mikhail Bakhtin, Jean Lave and Etienne Wenger;[6] Brown, Collins and Duguid;[7] Newman, Griffin and Cole,[8] and Barbara Rogoff.[9] The concept of constructivism has influenced a number of disciplines, including psychology, sociology, education and the history of science.[10] During its infancy, constructivism examined the interaction between human experiences and their reflexes or behavior-patterns. Piaget called these systems of knowledge "schemes." Schemes are not to be confused with schema, a term that comes from schema theory, which is from information-processing perspectives on human cognition. Whereas Piaget's schemes are content- free, schemata (the plural of schema) are concepts; for example, most humans have a schema for "grandmother", "egg", or "magnet."
5. ΛΗΜΜΑ #3: Social cognitive theory (SCT) ΛΗΜΜΑ #3 - σελίδα 3 Social cognitive theory (SCT) Social cognitive theory (SCT), used in psychology, education, and communication, holds that portions of an individual's knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences. This theory was advanced by Albert Bandura as an extension of his social learning theory. The theory states that when people observe a model performing a behavior and the consequences of that behavior, they remember the sequence of events and use this information to guide subsequent behaviors. Observing a model can also prompt the viewer to engage in behavior they already learned.[1][2] In other words, people do not learn new behaviors solely by trying them and either succeeding or failing, but rather, the survival of humanity is dependent upon the replication of the actions of others. Depending on whether people are rewarded or punished for their behavior and the outcome of the behavior, the observer may choose to replicate behavior modeled. Media provides models for a vast array of people in many different environmental settings. History The conceptual roots for social cognitive theory come from Edwin B. Holt and Harold Chapman Brown's 1931 book theorizing that all animal action is based on fulfilling the psychological needs of "feeling, emotion, and desire". The most notable component of this theory is that it predicted a person cannot learn to imitate until they are imitated.[3] In 1941, Neal E. Miller and John Dollard presented their book with a revision of Holt's social learning and imitation theory. They argued four factors contribute to learning: drives, cues, responses, and rewards. One driver is social motivation, which includes imitativeness, the process of matching an act to an appropriate cue of where and when to perform the act. A behavior is imitated depending on whether the model receives a positive or negative response consequences.[4] Miller and Dollard argued that if one were motivated to learn a particular behavior, then that particular behavior would be learned through clear observations. By imitating these observed actions the individual observer would solidify that learned action and would be rewarded with positive reinforcement. Application The proposition of social learning was expanded upon and theorized by Canadian psychologist Albert Bandura. Bandura, along with his students and colleagues conducted a series of studies, known as the Bobo doll experiment, in 1961 and 1963 to find out why and when children display aggressive behaviors. These studies demonstrated the value of modeling for acquiring novel behaviors. These studies helped Bandura publish his seminal article and book in 1977 that expanded on the idea of how behavior is acquired, and thus built from Miller and Dollard's research.[5] In Bandura's 1977 article, he claimed that Social Learning Theory shows a direct correlation between a person's perceived self- efficacy and behavioral change. Self-efficacy comes from four sources: "performance accomplishments, vicarious experience, verbal persuasion, and physiological states".[6]
6. ΛΗΜΜΑ #3: Social cognitive theory (SCT) ΛΗΜΜΑ #3 - σελίδα 4 Complex Table (less accessible) Class Schedule LESSON TOPIC ASSIGNMENT POINTS DUE 1 What is Distance Learning? Wiki #1 10 March 10 Presentation 20 2 History & Theories Brief Paper 20 March 24 Spring Break 3 Distance Learners Discussion #1 10 April 7 Group Project 50 April 14 4 Media Selection Blog #1 10 April 21
7. ΛΗΜΜΑ #4: Social learning theory ΛΗΜΜΑ #4 - σελίδα 5 Social learning theory Social learning theory is a theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.[1] It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement.[2] In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement. When a particular behavior is rewarded regularly, it will most likely persist; conversely, if a particular behavior is constantly punished, it will most likely desist.[3] The theory expands on traditional behavioral theories, in which behavior is governed solely by reinforcements, by placing emphasis on the important roles of various internal processes in the learning individual.[1] History In the 1940s, B.F. Skinner delivered a series of lectures on verbal behavior, putting forth a more empirical approach to the subject than existed in psychology at the time.[4] In them, he proposed the use of stimulus-response theories to describe language use and development, and that all verbal behavior was underpinned by operant conditioning. He did however mention that some forms of speech derived from words and sounds that had previously been heard (echoic response), and that reinforcement from parents allowed these 'echoic responses' to be pared down to that of understandable speech. While he denied that there was any "instinct or faculty of imitation",[4] Skinner's behaviorist theories formed a basis for redevelopment into Social Learning Theory. At around the same time, Clark Lewis Hull, an American psychologist, was a strong proponent of behaviorist stimulus-response theories,[5] and headed a group at Yale University's Institute of Human Relations. Under him, Neil Miller and John Dollard aimed to come up with a reinterpretation of psychoanalytic theory in terms of stimulus-response. This led to their book, Social Learning Theory, published in 1941, which posited that personality consisted of learned habits. They used Hull's drive theory, where a drive is a need that stimulates a behavioral response, crucially conceiving a drive of imitation, which was positively reinforced by social interaction and widespread as a result.[6] Application Julian B. Rotter, a professor at Ohio State University published his book, Social Learning and Clinical Psychology in 1954.[7] His theories moved away from the strictly behaviorist learning of the past, and considered instead the holistic interaction between the individual and the environment. In his theory, the social environment and individual personality created probabilities of behavior, and the reinforcement of these behaviors led to learning. He emphasized the subjective nature of the responses and effectiveness of reinforcement types.[7] While his theory used vocabulary common to that of
8. ΛΗΜΜΑ #4: Social learning theory ΛΗΜΜΑ #4 - σελίδα 6 behaviorism, the focus on internal functioning and traits differentiated his theories, and can be seen as a precursor to more cognitive approaches to learning.[6]
9. ΛΗΜΜΑ #5: Connectivism ΛΗΜΜΑ #5 - σελίδα 7 Connectivism Connectivism is a theoretical framework for understanding learning in a digital age. It emphasises how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age.[1] Learning does not simply happen within an individual, but within and across the networks. What sets connectivism apart from theories such as constructivism is the view that "learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing".[2] Connectivism sees knowledge as a network and learning as a process of pattern recognition.[3] Connectivism has similarities with Vygotsky's zone of proximal development (ZPD) and Engeström's Activity theory.[4] The phrase "a learning theory for the digital age"[5] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate, and learn. Connectivism is an integration of principles related to chaos, network, complexity, and self-organization theories.[5] History Connectivism was introduced in 2005 by two publications, Siemens’ Connectivism: Learning as Network Creation and Downes’ An Introduction to Connective Knowledge. Both works received significant attention in the blogosphere and an extended discourse has followed on the appropriateness of connectivism as a learning theory for the digital age. In 2007 Kerr entered into the debate with a series of lectures and talks on the matter, as did Forster, both at the Online Connectivism Conference at the University of Manitoba.[6] In 2008, in the context of digital and e-learning, connectivism was reconsidered and its technological implications were discussed by Siemens' and Ally.
10. EDUCATIONAL THEORIES ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΘΕΩΡΙΕΣ - σελίδα 8 ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΘΕΩΡΙΕΣ ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΘΕΩΡΙΕΣ CONSTRUCTIVISM BEHAVIORISM COGNITIVISM