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GA2143 Lecture 2 - Factors and Learning Theories

The document discusses different theories of learning and thinking. It introduces behavioral, cognitive, and social learning theories. It then covers key aspects of cognitive theory including constructivism. The document also discusses different types of thinking, components of thinking, and metacognitive skills involved in thinking.

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nurul nazifah
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8 views

GA2143 Lecture 2 - Factors and Learning Theories

The document discusses different theories of learning and thinking. It introduces behavioral, cognitive, and social learning theories. It then covers key aspects of cognitive theory including constructivism. The document also discusses different types of thinking, components of thinking, and metacognitive skills involved in thinking.

Uploaded by

nurul nazifah
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Lecture 2

Factors and Learning


Theories
Prof Dr Nor Aishah Buang
Sem 2 2021 2022
Introduction
 THINKING IS A PROCESS OF MENTAL
MANIPULATION OF SENSORY INPUTS AND
PERCEPTIONS
 THINKING IS TO MAKE MEANINGS/TO
MANIPULATE THOUGHTS, REASON ABOUT,
JUDGE.
 TO THINK IS SYNONYM WITH – TO DECIDE,
TO RECALL, TO BELIEVE, TO PONDER, TO
INVENT, TO IMAGINE, TO ANTICIPATE, TO
WEIGH, TO PREDICT
Learning theories and thinking
Definition of learning
Occurs when experience causes a relatively
permanent change in an individual’s knowledge or
behavior.
Cognitive psychologists believe that learning is
an internal mental activity that cannot be observed
directly.
..unobservable mental activities such as thinking,
remembering and solving problems.
3 theories of learning

 Behavioral learning theory


 Cognitive learning theory
 Social learning theory
1) Behavioral learning theory
 Assumes that the outcome of learning is change
in behavior, and it emphasizes the effects of
external events of individual.
 Use principle of contiguity-learning by
association
 Whenever 2 or more sensations occur together
often enough, they will become associated
Continue…
 Also use of principle of operant conditioning-
learn to behave in certain ways as we operate
on the environment
 People actively ‘operate’ on their environment to
produce different kind of consequences
 i.e reinforcement, punishment,
 Skinnerian and Pavlovian- conditioning
Continue…
 Behaviorism as a theory was most developed by B. F. Skinner. It
loosely includes the work of such people as Thorndike, Tolman,
Guthrie, and Hull.

 Three basic assumptions


1. First, learning is manifested by a change in behavior.
2. Second, the environment shapes behavior.
3. Third the principles of contiguity (how close in time two events must
be for a bond to be performed ) and reinforcement (any means of
increasing the likelihood that an event will be repeated ) are central
to explaining the learning process.
4. For behaviorism, learning is the acquisition of new behavior through
conditioning.
2) Cognitive theory of learning
 The earliest challenge to the behavorists came in a publication in 1929 by Bode, a
Gestalt psychologist. He criticized behaviorists for being too dependent on overt
behavior to explain learning.
 Gestalt psychologists proposed looking at the patterns rather than isolated events.
Gestalts views of learning have been incorporated into what have come to be labeled
cognitive theories.
 Two key assumptions underlie this cognitive approach:(1) that the memory system is
an active organized processor of information and (2) that prior knowledge plays an
important role in learning.
 Cognitive theories look beyond behavior to explain brain-based learning.
 Cognitivists consider how human memory works to promote learning. For example,
the physiological processes of sorting and encoding information and events into short
term memory and long term memory are important to educators working under the
cognitive theory.
 The major difference between Gestaltists and behaviorists is the locus of control over
the learning activity . For Gestaltists it lies with the individual learner; for
behaviorists it lies with the environment.
2a) Constructivism
 Constructivism views learning as a process in which the learner actively
constructs or builds new ideas or concepts based upon current and past
knowledge.
 In other words, "learning involves constructing one's own knowledge from
one's own experiences." Constructivist learning, therefore, is a very personal
endeavor, whereby internalized concepts, rules, and general principles may
consequently be applied in a practical real-world context.
 Constructivism itself has many variations, such as Active learning, discovery
learning, and knowledge building.
 Regardless of the variety, constructivism promotes a student's free exploration
within a given framework or structure.
 The teacher acts as a facilitator who encourages students to discover
principles for themselves and to construct knowledge by working to solve
realistic problems.
 Aspects of constructivism can be found in self-directed learning,
transformational learning,experiential learning, situated cognition, and
reflective practice.
constructionism
Social Learning Theory
 ??
Connecting Theories and
Thinking….

 Three components of thinking


1. A number of operations (cognitive and
metacognitive)
2. Certain kinds of knowledge
3. Certain attitudes
Types of thinking
The cognitive part is doing these:

Critical
thinking
Creative thinking
?? What else??
 LEVELS OF EDUCATION
 LEVELS OF TRAINING
 ACQUISITION OF KNOWLEGDE OF
DISCIPLINES/SUBJECT MATTER
(science, social sciences, humanities)
 FEELINGS
 MOTIVATION
 NEGATIVE CONNOTATION
 POSITIVE CONNOTATION
 OPEN-MINDEDNESS
 OBJECTIVE
 DOGMATIC (personal views/opinions)
 PRAGMATIC (practical/consequences)
 FLEXIBLE (willing to change positions/judgment)
 SKEPTICISM (slow to believe)
 COGNITIVE SKILLS
 META COGNITIVE SKILLS
 LANGUAGE FLUENCY
THINKING OCCURS OVER A PERIOD OF
TIME – SHORTER/LONGER DURATION
(INCUBATION)
 TEMPO/DEGREE OF INTENSITY VARIES
 TYPES OF THINKING: ACTIVE,
REFLECTIVE, DORMANT
 DIALOGUE
 DISCUSSION
 ARGUMENT
 DEBATE
 WHAT DATA/INFORMATION
 SUBJECT MATTER/CONTENT
 KNOWLEDGE/DISCIPLINE
 DECISION MAKING
 RESOLVE PROBLEMS
 FIND SOLUTIONS
 GENERATE IDEAS
 OF GENERAL HEURISTICS (rules, principles
based on past experiences)
 OF THE NATURE OF KNOWLEDGE (what we
believe/accept as knowledge,
ever-changing/most tentative, interpretative,
selective)
 OF SUBJECT AREAS (domain-specific
knowledge/data/discipline)
 COGNITIVE STRATEGIES (problem solving,
decision making, conceptualizing)
 COGNITIVE SKILLS (critical thinking, creative
thinking)
 MICRO THINKING SKILLS (Bloom Taxonomy;
Inductive/Deductive Reasoning)
 It is an awareness of our thoughts processes
and the ability to monitor and control them.
 We are conscious of our own thought processes
and know what thinking strategies we use to
unlock meaning
 We are aware of what we understand or don’t
understand
 We know how to help ourselves understand
when we are confused.
 PLANNING
- stating a goal
- selecting operations to perform
- sequencing operations
- identify obstacle/error
- identify ways to recover/overcome error
- predicting results (desired/anticipated)
 MONITORING
- keeping goal in mind
- keeping one’s place in sequence
- knowing when a subgoal has been achieved
- deciding what to do next
- selecting appropriate operation
- spotting errors/obstacles
- knowing how to overcome/recover
 ASSESSING
- assessing goal achievement
- judging accuracy/adequacy of results
- evaluating appropriateness of procedures
- assessing handling of errors/obstacles
- judging efficiency of plan and its executions
 RELATED TO THINKING IN GENERAL
- tolerance for ambiguity
- respect for evidence
- desire to use credible sources
 RELATED TO SPECIFIC OPERATIONS
- willingness to revise in the light of new
evidence
- willingness to search for more alternatives
- preference for considerable data before
judging

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