PRINCIPLES AND THEORIES IN motivates people to learn and change.

TEACHING AND LEARNING (Bigge & Shermis, 1992; Hilgard &

A. LEARNING THEORIES RELATED TO Bower, 1996; hill, 1990)
HEALTH CARE PRACTICE:
1. Behaviorist
2. Cognitive
3. Social
B. PRINCIPLES OF TEACHING AND
LEARNING RELATED TO HEALTH:
1. Developmental Stages of the Learner
Across the Lifespan.
2. Principles of Teaching and Learning.

A. LEARNING THEORIES RELATED TO

HEALTH CARE PRACTICE:
1. Behaviorist
2. Cognitive
3. Social

A. LEARNING THEORIES RELATED TO

HEALTH CARE PRACTICE:
● Although there are many different
approaches to learning, there are three
basic types of learning theory:
○ Behaviorist
○ Cognitive Constructivist
○ Social Constructivist

LEARNING
It is defined as a process that brings
1. BEHAVIORAL LEARNING THEORY
together personal and environmental experiences
JOHN B. WATSON
and influences for acquiring, enriching or
➢ The proponent of behaviorist theory
modifying one’s knowledge, skills, values,
which emphasizes the importance of
attitudes, behavior and world views.
observable behavior in the study of
human beings.
DEFINITION OF LEARNING THEORY
➢ He defined behavior as muscle movement
It develops hypotheses that describe how
and it came to be associated with the
this process takes place.
Stimulus-Response psychology.
● It describes how students receive, process,
and retain knowledge during learning.
○ Cognitive, emotional, and
environmental influences, as well
as prior experience, all play a part
in how understanding, or a world
view, is acquired or changed, and
knowledge and skills retained.
● A coherent framework and set of
integrated constructs and principles that
describe, explain or predict how people
learn, how learning occurs, and what
BEHAVIORIST THEORY BASIS OF BEHAVIORAL LEARNING
➢ A theory of animal and human learning A. RESPONDENT CONDITIONING
that only focuses on objectively 1. CLASSICAL OR IVAN PAVLOVI
observable behaviors and discounts CONDITIONING
mental activities. A process which influences the
➢ Behavior theorists define learning as acquisition of new responses to environmental
nothing more than the acquisition of new stimuli.
behavior 2. SYSTEMATIC GENERALIZATION
➢ All other behavior is established through The tendency to apply to other similar
stimulus-response associations through stimuli.
conditioning. 3. SYSTEMATIC DESENSITIZATION
➢ Example: fear of hot stove Technique based on respondent
○ Stimulus followed by a conditioning which is widely used in psychology
response-avoid the stove and even in medicine to reduce fear and anxiety
in the patient.
4. SPONTANEOUS RECOVERY
Applied in relapse prevention programs
(RPP) and may explain why it is quite difficult to
completely eliminate “unhealthy habits and
addictive behaviors.

B. OPERANT CONDITIONING
● Developed by B.F. Skinner
● Focuses on the behavior of the organism
and the reinforcement that follows after
the response.
● Basically, operant conditioning is a simple
feedback system.

REINFORCEMENTS
Are events that strengthen responses.
● One of the most powerful tools or
procedures used in teaching and is a
major condition for most learning to take
place.
EDWARD THONDIKE, 1898 – concluded that
animals learn, solely by trial and error, or reward
and punishment.

WAYS OF EMPLOYING POSITIVE

REINFORCEMENT
BASIS OF BEHAVIORAL LEARNING
1. Verbal ways
1. Respondent conditioning
2. Non-verbal ways
2. Operant Conditioning
3. Citing in class or publishing
CLASSIFICATION OF EDUCATIONAL PERSPECTIVES OF THE COGNITIVE
REINFORCERS LEARNING THEORY
1. Recognition I. GESTALT
2. Tangible rewards Refers to the configuration or patterned
3. School responsibilities organization of cognitive elements reflecting the
4. Status indicators maxim that the “whole is greater than the sum of
5. Incentive feedback its parts”.
6. Personal activities ● The Gestalt perspective emphasizes the
importance of perception in learning
which focuses on the configuration or
organization of a pattern or stimulus.

2. COGNITIVE LEARNING THEORY

HEALTH EDUCATION
➢ This theory stresses the importance of
what goes on “inside” the learner.
SOME PRINCIPLES OF GESTALT
➢ Cognitive theorists maintain that reward
RELATED TO HEALTHCARE
is not necessary for learning. Learner’s
1. Psychological organization is directed
goals and expectations are more important
toward simplicity, equilibrium and
as these create disequilibrium, imbalance,
regularity.
and tension that forces them to react.
2. Perception is selective which means that
no one can attend or pay attention to all
the surrounding stimuli at the same time.
3. What individuals pay attention to or what
they ignore may be affected by factors
like needs, personal motives, past
experiences and the particular structure of
the stimulus.
II. INFORMATION-PROCESSING
Is a cognitive perspective that emphasizes
the thinking processes like:
a. Thought
b. Reasoning
c. The way information is encountered and
PERSPECTIVES OF THE COGNITIVE stored
LEARNING THEORY d. Memory functioning
I. Gestalt
II. Information-processing
III. Cognitive development
STAGES IN THE MEMORY PROCESS: III. COGNITIVE DEVELOPMENT
1ST STAGE: Focus on qualitative changes in
Involves paying attention to the perceiving, thinking and reasoning as individuals
environmental stimuli; attention is the key to mature grow and mature.
learning. ➢ Jean Piaget is the best-known cognitive
2ND STAGE: developmental theorist.
The information is processed by the ➢ He identified four sequential stages of
senses. cognitive development.
3RD STAGE:
The information is transformed and PIAGET’ FOUR MAJOR PERIODS OF
incorporated encoded briefly into short-term COGNITIVE OR INTELLECTUAL
memory and later may be disregarded or stored in DEVELOPMENT
long-term memory for storage like imagery. 1. SENSORIMOTOR STAGE
4TH STAGE: Birth up to 2 years old. This is determined
Involves the section or response that the basically on actual perception of the senses and
individual makes on the basis of how the the external or physical factors.
information was processed and stored. ➢ It marks the development of memory for
the nursing object who is usually the
mother.
2. ABSTRACT THINKING
Represents reality using symbols that can
be manipulated mentally.
3. IN FORMAL OPERATIONS,
“PERSPECTIVE THOUGHT” OR
RELATIVISM
Is formed which is a new perspective of
other people possessing varied thinking on the
same stimulus or situation.
4. ASSIMILATION AND
ACCOMMODATION
Characterized by hypothesis testing..
Before making conclusions, things must be tested
with logical places of evidence..in search of truth.

3. SOCIAL LEARNING THEORY

➢ Emphasize the importance of
environmental or situational determinants
of behavior and their continuing
interaction.
➢ Reciprocal Determinism by Albert
Bandura – states that “environmental
conditions shape behavior through
learning and the person’s behavior, in
return, shapes the environment”.
➢ Further believes that behavior need not be
performed and reinforced for learning to
occur.
FOUR OPERATIONS INVOLVED IN
MODELLING:
1. ATTENTIONAL PROCESSES
Determine what a person can do and what
he or she can attend to.
2. RETENTIONAL PROCESSES
Determine how experience is encoded or
retained in memory.
3. MOTOR REPRODUCTION PROCESSES
Determine what behavior can be
performed.
4. MOTIVATIONAL & REINFORCEMENT
PROCESSES
Determine the circumstances under which
learning is translated into performance.