Learning Theories
Behaviourist Views of Learning
• Key Theorists: B.F. Skinner, John Watson, Ivan Pavlov
• Core Ideas:
• Learning is seen as a change in observable behavior caused by external
stimuli in the environment.
• Classical conditioning (Pavlov) and operant conditioning (Skinner) are
central to behaviorist models.
• Reinforcement (positive/negative) and punishment are used to shape
behavior.
• Learners are considered passive recipients of information; internal
mental states are largely disregarded.
Educational Implications
• Use of repetition, rewards, and punishment to condition behavior.
• Emphasis on drill-and-practice techniques, especially in early
education and behavior modification programs.
• Teacher-centered instruction with clear behavioral objectives.
Piaget’s Theory of Cognitive
Development
• Key Theorist: Jean Piaget
• Core Ideas:
• Cognitive development occurs in four stages, each representing a
qualitatively different way of thinking:
• Sensorimotor (0–2 years): Learning through physical interaction with the
environment.
• Preoperational (2–7 years): Development of language and symbolic thinking,
but egocentric.
• Concrete Operational (7–11 years): Logical thinking about concrete objects;
mastery of conservation.
• Formal Operational (12+ years): Abstract and hypothetical reasoning.
• Learning occurs through assimilation (fitting new information into
existing schemas) and accommodation (changing schemas in
response to new information).
• Educational Implications:
• Curriculum should match the learner’s developmental stage.
• Emphasis on discovery learning, hands-on activities, and problem-
solving.
• Teachers act as facilitators of learning, not transmitters of knowledge.
Bruner’s Theory of Culture, Mind
and Education
• Key Theorist: Jerome Bruner
• Core Ideas:
• Learning is an active process in which learners construct new ideas
based on current and past knowledge.
• Introduced the concept of the spiral curriculum—revisiting topics at
increasing levels of complexity.
• Identified three modes of representation:
• Enactive (action-based)
• Iconic (image-based)
• Symbolic (language-based)
• Emphasized the role of culture in shaping cognitive processes and
education.
• Educational Implications:
• Encourage scaffolding, where teachers support students just beyond
their current level of competence.
• Promote inquiry-based learning and dialogue.
• Curriculum should be culturally relevant and developmentally
appropriate.
Vygotsky’s Sociocultural View of
Learning
• Key Theorist: Lev Vygotsky
• Core Ideas:
• Learning is inherently social and cultural.
• Introduced the Zone of Proximal Development (ZPD)—the gap
between what a learner can do independently and what they can do
with guidance.
• Emphasized the role of language as a primary tool of intellectual
adaptation.
• Cognitive development is mediated by interaction with more
knowledgeable others (e.g., teachers, peers).
• Educational Implications:
• Learning should be collaborative and socially interactive.
• Teachers should provide scaffolding within the learner’s ZPD.
• Cultural tools and language should be integrated into instruction to
facilitate meaning-making.
Gardner’s Theory of Multiple
Intelligences
• Key Theorist: Howard Gardner
• Core Ideas:
• Intelligence is not a single, unitary ability, but a pluralistic view encompassing various types
of intelligences:
• Linguistic
• Logical-Mathematical
• Musical
• Bodily-Kinesthetic
• Spatial
• Interpersonal
• Intrapersonal
• Naturalistic
• (Later additions include existential intelligence)
• Each person possesses a unique combination of these intelligences.
• Educational Implications:
• Teaching should cater to diverse learning styles and intelligences.
• Curriculum design should include varied activities—music, art,
physical movement, group work, etc.
• Assessment should be multifaceted, not limited to linguistic and
logical abilities.
