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Section 2.2
Learning Theories
| Question | Answer |
|---|---|
| Constructivism | States that children learn through doing hands-on experiences |
| Social Constructivism | Adds that children learn from social interaction and observation during the learning process |
| Behaviorism | Focuses on observable actions and responses |
| Cognitivism | Emphasizes thinking and problem-solving |
| Learning theories | conceptual frameworks that explain how individuals acquire knowledge, develop skills, and change behaviors over time |
| Teacher-Led Direct Instruction | A teaching method where the teacher provides clear goals, feedback, and step-by-step instructions. |
| Operant Conditioning | Learning through rewards and punishments, studied by B.F. Skinner. |
| Reinforcement | Strengthening behaviors with positive outcomes or weakening them with negative ones |
| Classical Conditioning | Learning by associating a neutral stimulus with a significant one, like a dog salivating at the sound of a bell. |
| Punishment | decreases the likelihood of a behavior reoccurring |
| Direct Instruction | a teacher-led traditional behaviorist teaching strateg |
| Cognitivism | seeks to understand the internal processes involved in learning, such as perception, memory, problem-solving, and decision-making |
| Mental schemas | cognitive frameworks that help people organize and interpret information |
| Bloom's revised taxonomy | a framework that categorizes educational objectives into six levels of cognitive complexity: remembering, understanding, applying, analyzing, evaluating, and creating |
| Information processing theory | a key component of cognitivism that focuses on understanding the mental processes involved in learning and cognition |
| Elaboration | the addition of details |
| Constructivism | a prominent theory in education combining cognitive and social elements emphasizing active learning, student-centered instruction, and the construction of knowledge through personal experiences and interactions |
| Self-directed learning | taking self-directed control of learning, setting goals, finding resources, and solving problems independently |
| Discovery learning | learning by exploring and independently resolving challenges, using curiosity and problem-solving skills to discover new ideas and concepts |
| Zone of proximal development (ZPD) | the gap between what a learner can accomplish independently and what they can achieve with guidance and support |
| More knowledgeable other (MKO) | the teacher or a peer; a person who possesses more knowledge or expertise than the learner and provides assistance and guidance within the ZPD |
| Social constructivism | underscores the interplay between individual cognition and social factors in shaping learning; complements the emphasis on social interaction by highlighting the role of observational learning and modeling in knowledge acquisition |
Created by:
aduncan7