Learning refers to a long-lasting alteration in one’s behavior, which can be attributed to various experiences that an individual encounters. This change could be positive or negative and can be influenced by factors such as the environment, social interactions, and personal experiences. It can occur consciously or unconsciously and is essential for personal and societal growth. From the reading of Educational Psychology, I learned that learning could be viewed through different lenses, including behaviorism, constructivism, and complex cognitive and social cognitive. Each perspective provides a unique understanding of the learning process and informs how educators can facilitate student learning.
Behaviorism is a perspective that focuses on observable behaviors rather than internal mental processes (Woolfolk & Hoy, 2018). It views learning as a process of conditioning, where behaviors are learned through repeated associations between stimuli and responses. One of the critical principles of behaviorism is that positive reinforcement is more effective than punishment in encouraging desired behaviors (Ertmer & Newby, 2013). To manage behavior, educators need to identify the specific behavior to be changed, observe and understand the antecedents and consequences, develop an intervention plan, monitor progress, and modify the plan if necessary.
Praise and reinforcement, such as preferred activities, can support positive behaviors and shape new responses gradually to achieve complex skills and challenging goals. Group consequences, contingency contracts, and token programs can effectively manage behaviors but require careful consideration to ensure learning, not just good behavior (Ertmer & Newby, 2013). Punishment should be part of a two-pronged approach that suppresses undesired conduct and reinforces favorable alternative reactions.
On the other hand, constructivism considers learning as an active process of sense-making and knowledge-building. It encourages teachers to facilitate student learning by providing exploration, discovery, and inquiry opportunities. Students construct their understanding of the world based on their experiences, and educators should support this process by scaffolding learning, providing feedback, and creating a collaborative and supportive learning environment (Ertmer & Newby, 2013). One of the critical features of constructivism is that learners actively engage in their learning, and educators should provide opportunities for students to generate their knowledge, test their ideas, and make connections between new information and existing knowledge.
Complex cognitive is another perspective on learning that emphasizes the importance of internal mental processes, such as attention, memory, and problem-solving (Woolfolk & Hoy, 2018). It views learning as an active process of making sense of information and connecting it to existing knowledge. Educators should provide opportunities for students to engage in critical thinking, problem-solving, and metacognition. They can support this process by teaching students strategies to manage their attention, monitor their comprehension, and apply their knowledge. The ultimate goal of complex cognition is to help students become independent and self-regulated learners.
Social cognition is a learning process that emphasizes the importance of social and cultural contexts in shaping learning. It implies that teachers should create opportunities for students to work together and learn from each other. Students learn from their experiences and observe others’ experiences and behaviors (Woolfolk & Hoy, 2018). Educators can support social cognitive learning by providing collaboration, modeling, and feedback opportunities. Teachers can also create a positive and inclusive learning environment that respects and values students’ diverse backgrounds and experiences.
Furthermore, educators can help students develop interpersonal skills and improve communication by encouraging students to work in groups. Teachers can also use real-life examples and case studies that relate to students’ experiences to enhance their understanding and learning. Additionally, providing constructive feedback on student’s work and progress can help them improve and enhance their learning experience (National Academies of Sciences, Engineering, and Medicine, 2018). By implementing these strategies, educators can create a supportive learning environment that fosters students’ growth and development, both academically and socially.
Finally, the reading highlights the importance of functional behavior assessment (FBA) and positive behavior support (PBS) in improving student behaviors. FBA involves identifying the function of the problem behavior and developing new activities that serve a similar purpose for the student without causing the same problems (Woolfolk & Hoy, 2018). PBS provides a framework for educators to create a positive and proactive learning environment that supports student behavior and learning. By understanding the function of student behavior, educators can develop effective strategies to support positive behavior and prevent problem behavior. Unfortunately, learning can also be harmful, and individuals may develop maladaptive behaviors due to negative experiences or exposure to inappropriate models (National Academies of Sciences, Engineering, and Medicine, 2018). In order to mitigate the adverse effects of learning, it is essential to identify the underlying causes of maladaptive behaviors and develop appropriate interventions to help individuals unlearn these negative behaviors and replace them with more positive and adaptive ones.
In conclusion, reading Educational Psychology provides valuable insights into how people learn and how educators can facilitate student learning. The different perspectives of behaviorism, constructivism, complex cognitive, and social cognitive provide a unique understanding of the learning process and suggest different strategies for educators to support student learning. Ultimately, education aims to help students become independent and self-regulated learners who can apply their knowledge and skills to real-world problems.
Takeaways
- Behaviorism focuses on observable behaviors rather than internal mental processes and views learning as a process of conditioning, where behaviors are learned through repeated associations between stimuli and responses.
- Constructivism considers learning an active process of sense-making and knowledge-building and encourages teachers to facilitate student learning by providing opportunities for exploration, discovery, and inquiry.
- Complex cognitive is a learning process that emphasizes the importance of internal mental processes, such as attention, memory, and problem-solving, in learning and views learning as an active process of making sense of information and connecting it to existing knowledge.
- The social cognitive learning process emphasizes the importance of social and cultural contexts in shaping learning. It implies that teachers should create opportunities for students to work together and learn from each other.
- Positive reinforcement is more effective than punishment in encouraging desired behaviors.
- To manage behavior, it is crucial to identify the specific behavior to be changed, observe and understand the antecedents and consequences, develop an intervention plan, monitor progress, and modify the plan if necessary.
- Praise and reinforcement, such as preferred activities, can support positive behaviors and shape new responses gradually to achieve complex skills and challenging goals.
- Group consequences, contingency contracts, and token programs can effectively manage behaviors but require careful consideration to ensure learning, not just good behavior.
- Punishment should be part of a two-pronged approach that suppresses undesired conduct and reinforces favorable alternative reactions.
- Functional behavior assessment (FBA) and positive behavior support (PBS) can help improve student behaviors by identifying the function of the problem behavior and developing new activities that serve a similar purpose for the student without causing the same problems.
References
Ertmer, P. A., & Newby, T. J. (2013). Article update: Behaviorism, cognitivism, and constructivism: Connecting” Yesterday’s” theories to Today’s contexts. Performance Improvement Quarterly, 26(2), 65-71.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
Woolfolk, A., & Hoy, A. W. (2018). Educational psychology (14th ed.).
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