|
Behavioral |
Physiological Constructivism
|
Psychological Humanist |
Sociological |
Intellectual Cognitive |
| Examples |
Stimulus-response, Operant conditioning |
Creating real world situations for problem solving |
Perceptions centered in experience |
Social-personality phenomenon |
Perception, Insight and Meaning |
| Theorists |
Watson, Thorndike,
Pavlov
|
Von Glasersfeld, Fosnot, Driver, Phillips |
Maslow, Rogers, Sahakian |
Bandura,
Miller, Dollard |
Bode, Ausubel, Werthheimer, Lewin, Piaget |
| Locus of Learning |
Environment |
Individual fueled by interaction of learning |
Individual |
Environment |
Individual |
| Purpose of Education |
Create behavior to ensure survival |
Concept development |
Self Actualization |
Model new roles and behavior |
Learning to learn |
| View of Learner |
Behavior can be changed |
Constructs own knowledge from experiences |
Learner provides motivation |
Learns by watching others modeling behavior |
Interprets sensations and gives meaning to events |
| Teacher's Role |
Bring out desired behavior |
Provide students with opportunity to build their own knowledge |
Facilitator for self actualization |
To model appropriate behavior or desired outcomes |
Create environment that lends to discovery |
| Manifestation in Adult Learning |
Competency based, computer assisted instruction, HRD |
Multiplicity, valuing process instead of product |
Self directed study, independent study |
Mentoring, learning by observation, apprenticeships |
Meaningful learning, Rote learning |
