ASSIGNMENT COVER SHEET COURSE: EDES130

NAME OF MODULE: Education Studies: Teaching, Learning and Classroom Practice

ASSIGNMENT TOPIC: Assignment 3: Teaching and Learning theories

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A. Define and describe your understanding of the two chosen learning theories:
Numerous theories in the field of educational psychology, provides a distinct perspective on
the elaborate process of learning. Although learner-cantered, constructivist paradigms are
correctly emphasized in modern education as a means of nurturing higher-order thinking
abilities, practical integration rather than ideology is the most effective teaching strategy.
This essay will tackle the complex issues in South African classrooms requires a
collaborative application of constructivism and behaviourism. Teachers may establish a
more effective, inspiring, and inclusive learning environment that accommodates the
great diversity of the country by utilizing the emphasis of constructivism with the
structured reinforcement of behaviourism.

Behaviourism is a theory of learning that rejects the direct investigation of internal mental
processes as unscientific and instead concentrates only on quantitative and observable
changes in behaviour. Its foundation is operant conditioning, which was developed by
theorists such as B.F. Skinner and suggests that behaviours are influenced by their
outcomes, namely rewards for increasing a behaviour and penalties for decreasing it
(Matsepe, R.D.2022). Positive reinforcement is the most effective method for developing
desired behaviours, such following classroom rules or participating in academic activities.
The theory's main fundamentals are that learning is a process of behavioural change
influenced by environmental cues.

Behaviourism’s main advantage is that it is easy to understand and apply, giving teachers
simple methods for managing the classroom and reinforcing skills. However, it is one of
its main drawbacks is that it disregards emotions, thought processes, and internal
motivations, which may encourage insubstantial memorization and stifle basic drive and
innovation.

On the other hand, constructivism asserts that through experience and introspection, students
actively create their own knowledge and comprehension of the world. Key contributors to
this epistemological perspective include Lev Vygotsky, who emphasized the basic
function of social interaction and culture - most famously through the Zone of Proximal
Development (ZPD) - and Jean Piaget, who focused on cognitive development through
stages Social (Irani, M. A.Z. 2023). Participation is essential, and learning is an active,
constructive process that builds on past knowledge. These are its guiding ideas.

The great strength of Constructivism is its focus on deep, conceptual understanding, critical
thinking, and learner autonomy. Its limitations are practical: it can be time-consuming,
requires significant teacher skill to facilitate, and is challenging to assess through
standardised tests, making it difficult to implement equitably in highly diverse
classrooms.

B. The differences between Behaviourism and Constructivism:

These theories' differences reflect their essentially divergent perspectives on the process
of learning. A "blank slate," the learner is viewed by behaviourism as a passive recipient,
while the instructor is viewed as a director who governs everything. According to
constructivism, the student is an active agent and a "scientist," and the teacher serves as a
guide and facilitator who builds learning within the student's zone of propensity.

These ideologies result in very dissimilar behaviours. Direct instruction, drill-and-practice,

and examinations such as multiple-choice exams that gauge precise fact recall are all
preferred under a behaviourist approach. Constructivist education promotes inquiry-based
learning, cooperative group projects, and real-world evaluations such as projects and
portfolios that show the learning process.

For educators, the decision is not binary but rather strategic. Establishing classroom norms,
controlling behaviour, and imparting fundamental abilities (such phonics or times tables)
are all made possible by behaviourist techniques. Constructivist techniques are essential
for encouraging participation, cultivating higher-order thinking, and guaranteeing that
information is applicable to practical contexts. By addressing equity through a shared
basis, a mixed approach guarantees that all students learn the fundamentals while also
having the chance to explore and communicate their understanding in ways that suit their
unique intelligences and cultural backgrounds.

C. How do both theories work together to address educational challenges in the

South African classroom:
An integrated approach is necessary in South African classrooms because of the country's
wide socioeconomic gaps, multilingualism, congestion, and diverse past educational
experiences. It is not enough to rely solely on one theory. Together, the theories have a
strong effect on student motivation. To make sure every student understands the
important factual chronology, for instance, a teacher teaching a history course on
apartheid could start with behaviourist direct instruction. A project-based exercise where
students interview family members about their experiences could then be facilitated by
the teacher to encourage deeper engagement (Constructivist). The teacher's encouraging
comments on the project steps serve as an extrinsic reinforcement for the intrinsic
motivation derived from the personal connection.

Integration offers a more equitable and comprehensive perspective in assessment. A teacher

can employ a constructivist tool, such as a portfolio, in addition to a behaviourist-style
weekly vocabulary exam, which guarantees accountability and baseline for learning. For
difficult students, formative feedback is more valuable than a grade alone. A learner's
portfolio, which includes a first draft, a mind map, and a final presentation, enables the
teacher to evaluate progress, effort, and understanding over time.

Integration is essential to classroom management to establish a secure and effective

atmosphere. The fundamental instruments offered by behaviourism are unambiguous,
consistent regulations, equitable penalties. Constructivism enhances this by having
students draft a contract for the classroom. Students take ownership and gain
comprehension when the teacher leads a conversation in which they jointly establish the
guidelines and penalties (Constructivist). The instructor then regularly enforces this
mutually agreed upon agreement using behaviourist principles, going beyond mere
compliance to cultivate a true learning community.

The argument between constructivism and behaviourism creates a fictitious division. They
are supplementary resources in an educator's toolbox. For basic knowledge and classroom
management, behaviourism offers the necessary structure, reinforcement, and
effectiveness. The approach for creating significant, and captivating learning that
cultivates critical thinkers is provided by constructivism (Al-Thani, N. J., & Ahmad, Z.
2025). It is critical that both approaches be integrated in the complex and demanding
South African classroom. Teachers can better meet the diverse needs of their students and
promote their holistic development by intentionally utilizing constructivist techniques to
empower learners as active participants and behaviourist techniques to create a safe and
structured environment. This will ultimately result in a more equitable and successful
educational system.
References

Al-Thani, N. J., & Ahmad, Z. (2025). Teaching and learning with research cognitive theory:
Unlocking curiosity and creativity for problem-solving skills (p. 115). Springer Nature.

Irani, M. A. Z. (2023). Teachers' perspectives on play as a teaching method in early

childhood education (Doctoral dissertation, Miami University).

Matsepe, R. D. (2022). The relationship between classroom management approaches and

learner achievement at primary schools (Doctoral dissertation, Central University of
Technology).