Learning Theories

OBJECTIVES
➢ After 1.5 hrs. of active and interactive
student-teacher discussion and
interaction the BSN level 1 students will
be able to acquire adequate
knowledge, beginning skills and positive
attitude in learning theories.
➢ Specifically the students will be able to:
 OBJECTIVES
 Identify the different learning theories and
theorist.
 Apply the different schema of learning
theories in health education.
Appreciatethe role of the nurse as
an educator.
What are Learning Theories?
 Learning theories are a set of principles
that explain how best a student can
acquire, retain and recall new
information.
 There are 3 main schema’s of learning
theories;
1. Behaviourism
2. Cognitivism
3. Constructivism.
Behaviorism.
 Behaviorism is based on the idea that knowledge
is independent and on the exterior of the learner.
 In a behaviorist’s mind, the learner is a blank
slate that should be provided with the information
to be learnt.
 Through this interaction, new associations are
made and thus learning occurs.
 Learning is achieved when the provided stimulus
changes behavior. A non-educational example of
this is the work done by Pavlov.
Behaviorism.
 Through his famous “salivating dog” experiment,
Pavlov showed that a stimulus (in this case ringing
a bell every time he fed the dog) caused the dog to
eventually start salivating when he heard a bell
ring.
 The dog associated the bell ring
with being provided with food so
any time a bell was rung the dog
started salivating, it had learnt
that the noise was a precursor to
being fed.
Behaviorism.
 Behaviorism involves repeated actions, verbal
reinforcement and incentives to take part.
 It is great for establishing rules, especially for
behavior management.
Cognitivism.
 Cognitivism focuses on the idea that
students process information they
receive rather than just responding to a
stimulus, as with behaviorism.
 There is still a behavior change evident,
but this is in response to thinking and
processing information.
Cognitivism.  In cognitivism theory, learning occurs
when the student reorganizes
information, either by finding new
explanations or adapting old ones.
 This is viewed as a change in knowledge
and is stored in the memory rather than
just being viewed as a change in
behavior.
 Cognitive learning theories are mainly
attributed to Jean Piaget.
Cognitivism.
 Examples of how teachers can include
cognitivism in their classroom include linking
concepts together, linking concepts to real-
world examples, discussions and problem-
solving.
Constructivism.
 Constructivism is based on the premise that we construct
learning new ideas based on our own prior knowledge and
experiences.
 Learning, therefore, is unique to the individual learner.
 Students adapt their models of understanding either by
reflecting on prior theories or resolving misconceptions.
Constructivism.
 Students need to have a prior base of
knowledge for constructivist approaches to be
effective.
 As students are constructing their own
knowledge base, outcomes cannot always be
anticipated, therefore, the teacher should
check and challenge misconceptions that may
have arisen.
 Examples of constructivism in the classroom
include problem-based learning, research and
creative projects and group collaborations.
Behaviorist Theories

1. Watson and Pavlov

➢ defined learning as a more or less permanent
change in behavior
➢ they postulated that behavior is a result of a
series of conditioned reflexes, and all emotion
and thought are a result of behavior learned
through conditioning.
Behaviorist Theories

2. Thorndike and Skinner (Reinforcement

Theorists or Radical Behaviorists)
➢ Proposed that stimulus-response bonds are
strengthened by reinforcements such as
reward or punishment

➢ Skinner hypothesized that behavior that is

rewarded is more likely to reoccur.
Cognitive Learning Theories
1. David Paul Ausubel (1963) (Subsumption Theory of
Meaningful Verbal Learning)
➢ Proposed that new information is subsumed into existing
thought and memory structures
➢ Meaningful learning is thought to occur only if existing
cognitive structures are organized and differentiated
Example:
 To learn and remember information about aseptic
technique, the person would have to have some
memory and understanding of germ theory and be able
to differentiate helpful from harmful germs.
Cognitive Learning Theories
2. David E. Rumelhart (1980) (Schema or Schemata)
➢ Developed the concept of Schema or Schemata
➢ Schemata are knowledge structures that store
concepts, and the knowledge of how to use
them in memory.
Examples:
 Remembering how to bottle-feed an infant
 Remembering the route to work
 Remembering patterns of facts or visual,
auditory, or tactile cues
Cognitive Learning Theories
3. David E. Rumelhart and Donald Norman
➢ Delineated (3) kinds of learning based on Schema
Theory:
1) Accretion
▪ New information is learned.
▪ No changes are made to existing knowledge
2) Structuring
▪ formation of new conceptual structures or
schema
Cognitive Learning Theories
3. Rumelhart and Norman
3) Tuning (Schema Evolution)
▪ Existing schemata are refined throughout the
lifespan as new situations and issues are
encountered.
Other Concepts
Restructuring (Schema Creation)
▪ Is the development of new schemata by copying an old
schema and adding new elements that are different enough to
warrant a new schema.
▪ On the other hand, tuning often represents automatic behavior
that is not available to reflection (e.g. learning procedures)
▪ Rumelhart & Norman (1981) extended their model to include
analogical processes: a new schema is created by modelling it
on an existing schema and then modifying it based upon
further experiences.
Bloom’s Domains of Learning.

Benjamin Bloom
Bloom’s Domains of Learning.
 BenjaminBloom, first proposed three
domains of learning;
1. Cognitive
2. Affective and
3. Psycho-motor.
Bloom’s Domains of Learning.
1. The Cognitive Domain (Bloom’s
Taxonomy).
 This
was the first domain to be proposed in
1956.
 Itfocuses on the idea that objectives that
are related to cognition could be divided
into subdivisions and ranked in order of
cognitive difficulty.
Bloom’s Domains of Learning.
1. The Cognitive Domain (Bloom’s Taxonomy).
 The original subdivisions are as follows (knowledge
is the lowest with evaluation being the most
cognitively difficult):
 1. Knowledge
 2. Understanding
 3. Application
 4. Analysis
 5. Synthesis
 6. Evaluation
Bloom’s Domains of Learning.
1. The Cognitive Domain (Bloom’s
Taxonomy).
 However, there was a major revision of the
subdivisions in 2000-01 by Bloom’s original
partner, David Krathwohl and his
colleague, Lorin Anderson (Anderson was
a former student of Bloom’s).
Bloom’s Domains of
Learning.
1. The Cognitive Domain
(Bloom’s Taxonomy).
 The updated taxonomy
is as follows:
Bloom’s Domains of Learning.
2. The Affective Domain.
 Theaffective domain (sometimes referred
to as the feeling domain) is concerned
with feelings and emotions and also
divides objectives into hierarchical
subcategories. It was proposed by
Krathwohl and Bloom in 1964.
Bloom’s Domains of Learning.
2. The Affective Domain.
 The full ranked list is as follows:
1) Receiving.
 Being aware of an external stimulus (feel, sense, experience).
2) Responding.
 Responding to the external stimulus (satisfaction, enjoyment, contribute)
3) Valuing.
 Referring to the student’s belief or appropriation of worth (showing
preference or respect).
4) Organization.
 The conceptualising and organising of values (examine, clarify, integrate.)
5) Characterization.
 The ability to practice and act on their values. (Review, conclude, judge).
Bloom’s Domains of Learning.
3. The Psychomotor Domain.
 The psychomotor domain refers to those
objectives that are specific to reflex actions,
interpretive movements and discreet physical
functions.
 Psychomotor learning refers to how we use our
bodies and senses to interact with the world
around us, such as learning how to move our
bodies in dance or gymnastics.
Bloom’s Domains of Learning.
Constructivism
 Proposes that individual learners actively
constructs their own learning on the basis of their
prior knowledge and experiences, and
interaction with their environment.
 Constructivist theorists believe that in order for
learning to take place, new information must tie
into existing values, beliefs and knowledge.
 In constructivism, the learner is an active
manipulator of information.
Constructivism
 The Stage Theory of Information
 The core of this theory is that information is both
processed and stored in (3) stages:
1. Sensory memory
▪ Fleeting
▪ Objects we SEE may last only for ½ a second
▪ Things we HEAR may remain in sensory memory
for about 3 sec.
▪ For these sensations to be passed on to the
next level of short-term memory (sometimes
called working memory), they must be of
some interest to the person or must activate a
known schema.
Constructivism
 The Stage Theory of Information
 The core of this theory is that information is both
processed and stored in (3) stages:
2. Short-term memory
▪ Lasts about 20 sec.
3. Long-term memory
▪ Firmly tied to an existing schema in the brain.
Piaget’s Theory of Cognitive
Development
(Cognitive Constructivist)

Jean Piaget
Piaget’s Stages of Cognitive
Development.
 The Sensorimotor Stage runs from birth to 2 years and
the child spends their time learning basic Schemas and
Object Permanence (the idea that something still exists
when you can’t see it).
Piaget’s Stages of Cognitive
Development.
 The Preoperational Stage runs from 2 years to 7 years
and the child develops more Schemas and the ability to
think Symbolically (the idea that one thing can stand for
another; words for example, or objects).

 At this point, children still struggle with Theory of Mind

(Empathy) and can’t really get their head around the
viewpoints of others.
Piaget’s Stages of Cognitive
Development.
 The Concrete Operational Stage runs from 7 years to
11 years and this is the Stage when children start to work
things out in their head rather than physically in the real
world.

▪ They also develop the ability to Conserve (understand that

something stays the same quantity even if it looks different).

 The Formal Operational Stage runs from 11 years into

adulthood and this is where abstract thought develops, as
does logic and hypothesis testing.
Piaget’s Stages of Cognitive
Development.
 According to Piaget, the whole process is active
and requires the rediscovery and reconstructing
of knowledge across the entire process of
Stages.
Vygotsky’s Theory of Learning
(Social Constructivist)

Lev Vygotsky
Vygotsky’s Theory of Learning
 He reckons that social learning is an integral part
of cognitive development and it is culture, not
developmental Stage that underlies cognitive
development.

 Because of that, he argues that learning varies

across cultures rather than being a universal
process driven by the kind of structures and
processes put forward by Piaget.
Vygotsky’s Theory of Learning
 What are crucial in this learning theory are the
ideas of:
1) Scaffolding
2) the Zone of Proximal Development (ZPD) and
3) the More Knowledgeable Other (MKO).
Vygotsky’s Theory of Learning
 Zone of Proximal Development
 the social environment in which children learn has
a massive impact on how they think and what
they think about.
 For Piaget, thought drives language but for
Vygotsky, language and thought become
intertwined at about 3 years and become a sort
of internal dialogue for understanding the world.
Vygotsky’s Theory of Learning
 Zone of Proximal Development
 Vygotsky talks about Elementary Mental
Functions, by which he means the basic cognitive
processes of Attention, Sensation, Perception and
Memory.
 Example:
 Western cultures tend towards note-taking, mind-
maps or mnemonics whereas other cultures may use
different Memory tools like storytelling.
Vygotsky’s Theory of Learning
1. More Knowledgeable Other (MKO)
 TheMKO can be (but doesn’t have to be) a
person who literally knows more than the child.
Working collaboratively, the child and the MKO
operate in the Zone of Proximal Development
(ZPD), which is the bit of learning that the child
can’t do on their own.
 Asthe child develops, the ZPD gets bigger
because they can do more on their own and the
process of enlarging the ZPD is called Scaffolding.
Vygotsky’s Theory of Learning
2. Scaffolding.
➢ For Vygotsky, language is at the heart of all
this because
a) it’s the primary means by which the MKO and
the child communicate ideas and
b) internalising it is enormously powerful in
cementing understanding about the world.
✓ That internalisation of speech becomes Private
Speech (the child’s “inner voice”) and is
distinct from Social Speech, which occurs
between people.
Vygotsky’s Theory of Learning
2. Scaffolding
➢ The bottom line here is that the richer the
sociocultural environment, the more tools
will be available to the child in the ZPD
and the more Social Speech they will
internalise as Private Speech.
➢ the learning environment and interactions
are everything.