IQ මයස්ථ් නය, කින්න්ය් /IQ

Centre, Kinniya/IQ

HNDE SECOND YEAR – SECOND SEMESTER (2022-2023 Batch)

GUIDANCECLASSES
Subject: Educational Psychology (Session 04)

01. LEARNING THEORIES

01. Introduction to learning

Learning is the process of acquiring new knowledge, skills, behaviors, attitudes, or
understanding through experience, study, or instruction. Learning is the modification of
human behavior, through experience.

1. According to Ivan Pavlov (Classical Conditioning), Learning is a process through which a

neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to
elicit a similar response.

2. According to B.F. Skinner (Operant Conditioning), Learning is a process in which

behaviour is shaped and maintained by its consequences.

3. According to Edward Thorndike (Connectionism), learning is the process of forming

associations or connections between stimuli and responses.

4. According to Jean Piaget (Cognitive Development Theory), learning is a process of

gradually building and adjusting mental structures through active interaction with the
environment.

02. Introduction to learning theories

Learning theories are systematic explanations of how individuals acquire, process, and retain
knowledge and skills. They provide insight into the mechanisms of learning, helping
educators design effective teaching strategies that cater to diverse learner needs.

Rooted in educational psychology, these theories explain learning as a process influenced by

various factors such as environment, cognition, behaviour, motivation, and social interaction.
Each theory offers a different perspective on how learning takes place, ranging from
observable behaviour changes to internal mental processes and social influences.

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01. Behaviorist Theory
Behaviorism is a learning theory that focuses on observable behaviors rather than internal
mental processes. According to behaviorists, learning is a change in behavior that results
from stimulus-response associations.

Behaviorists believe that learners respond to environmental stimuli, and their behaviors can
be shaped through rewards (positive reinforcement) or punishments (negative reinforcement).
The learner is considered passive, and learning happens through repeated practice and
conditioning.

2. Main theories in behaviorism

1. Classical Conditioning – Ivan Pavlov

Learning occurs through association between a neutral stimulus and a meaningful stimulus.
Example:
• Imagine a teacher rings a bell before snack time every day. After a few days, the
children start feeling hungry just by hearing the bell, even if the snacks haven’t
arrived yet.
Note:
• Unconditioned stimulus (snacks) → Natural response (hunger)
• Neutral stimulus (bell) becomes a conditioned stimulus
• Conditioned response: Children feel hungry when they hear the bell

Key aspects of this theory:

• Learning through pairing stimuli
• Focus on involuntary responses (like salivating or feeling hungry)

2. Operant Conditioning – B.F. Skinner

Behaviour is shaped by consequences:
• Reinforcement increases a behaviour
• Punishment decreases a behaviour
Example:
• If a child gets a star sticker every time, they complete homework, they are more likely
to do it regularly (positive reinforcement).
• If a child loses playtime for being disruptive in class, they are less likely to repeat the
behaviour (punishment).

Key aspects of this theory:

• Positive reinforcement: Giving something good (e.g., reward)
• Negative reinforcement: Removing something bad (e.g., no extra homework)
• Punishment: Adding something bad or taking away something good
• Focus on voluntary behaviours

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3. Connectionism – Edward Thorndike
Learning happens through trial and error, and responses followed by satisfaction are more
likely to be repeated. This is called the Law of Effect.
Example:
• A child is learning to tie their shoelaces. At first, they struggle (trial and error), but
after a few tries, they succeed and feel happy (satisfaction). The successful method is
remembered and repeated next time.

Key aspects of this theory:

• Trial and error learning
• Law of Effect: Behaviours with satisfying results are strengthened
• Repetition helps strengthen correct responses

02. Cognitive Theory

Cognitive theory focuses on how people think, understand, remember, and solve problems. It
views learning as an active mental process rather than a passive reaction to external stimuli
(as in behaviourism).

According to cognitive psychologists, learners are not just responding to stimuli—they are
processing information, organizing knowledge, and developing understanding. Cognitive
theory emphasizes internal mental activities such as perception, memory, attention, and
reasoning.

Famous cognitive theorists include:

• Jean Piaget
• Jerome Bruner
• David Ausubel
• Robert Gagné

Key cognitive theories

1. Jean Piaget’s theory of cognitive development

Children develop thinking abilities in stages as they grow. Learning happens through active
exploration.
Stage Age Key feature Child-based example
Sensorimotor 0–2 yrs Learns through senses & Baby shakes a rattle and learns it
movement makes sound
Preoperational 2–7 yrs Imagination, language, A child pretends a stick is a
but egocentric sword
Concrete 7–11 yrs Logical thinking about Child understands that 5+3 and
Operational real objects 3+5 are equal
Formal 11+ yrs Abstract and Teen solves algebraic equations

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Operational hypothetical thinking

Key aspects of this theory:

• Learning through exploration
• Knowledge develops in stages
• Schemas: Mental structures for organizing knowledge

2. Jerome Bruner’s constructivist learning theory

Learning is an active process. Learners construct new ideas based on prior knowledge.
Example:
• A child learning about fruits touches, smells, and tastes apples, then compares them
with oranges. The teacher helps by giving clues (scaffolding).

Key aspects of this theory:

• Discovery learning
• Use of scaffolding (teacher support)
• Spiral curriculum: Revisiting topics in increasing depth

03. Constructivist Theory

Constructivism is a learning theory that says children build (construct) knowledge through
their own experiences and interactions with the world. This theory believes learning is active,
not passive, and the child is not a blank slate but an explorer.

Certainly! Jean Piaget and Lev Vygotsky are two key figures in Constructivist Theory, but
their approaches are different. Below is a simple explanation of their theories within
constructivism, with child-based examples and key features.

1. Jean Piaget's theory – Cognitive Constructivism

Children learn by actively constructing knowledge through interaction with their
environment. Piaget believed that children go through stages of cognitive development, and
learning depends on the stage they are in.
Key concepts:
1. Schemas – Mental frameworks that help children understand the world.
2. Assimilation – Fitting new information into existing schemas.
3. Accommodation – Changing schemas when new information doesn’t fit.

Example:
• A child learns that not all four-legged animals are dogs. At first, they call a cow a dog
(assimilation), but then they learn it’s a cow and change their understanding
(accommodation).

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2. Lev Vygotsky's Theory – Social Constructivism
Learning is socially constructed and occurs through interaction with others, especially more
knowledgeable people (teachers, parents, peers).
Key concepts:
1. Zone of Proximal Development (ZPD) – The difference between what a child can do
alone and what they can do with help.
2. Scaffolding – Temporary support given to a child until they can do the task
independently.
3. Language and Culture – Play a central role in cognitive development.

Example:
• A child can’t tie their shoelaces alone, but with step-by-step guidance from a parent,
they slowly learn. This is learning within the ZPD, and the help given is scaffolding.

04. Social Learning Theories

Social Learning Theories refer to a group of psychological and educational theories that
emphasize how people learn from observing others in social contexts. These theories
highlight the importance of imitation, modeling, and social interaction in the learning
process.
1. Albert Bandura’s Social Learning Theory (1977)
Key concepts:
• Observational Learning (Modeling): Learning occurs by watching others and
imitating their behavior.
• Vicarious Reinforcement: Learning through observing the consequences of others’
actions.
• Reciprocal Determinism: A person’s behavior, personal factors, and environment all
influence each other.
• Self-Efficacy: One’s belief in their own ability to succeed influences learning and
performance.

Example:
• A student learns how to solve a math problem by watching a peer work it out on the
board.

2. Vygotsky’s Social Development Theory (1978)

Key Concepts:
• Zone of Proximal Development (ZPD): The gap between what a learner can do
independently and what they can do with guidance.
• Scaffolding: Temporary support provided by teachers or peers to help a learner
accomplish a task.

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• Language and Social Interaction: Language is a primary tool of intellectual
development, and learning is rooted in social interactions.

Example:
• A child learns new vocabulary through conversation with an adult or a more capable
peer.

3. Constructivist Learning Theories (Piaget & Vygotsky)

Although primarily cognitive, these theories incorporate social aspects:
• Learning is active and socially mediated.
• Knowledge is constructed through interaction with the environment and others.