5 Educational Theories
5 Educational Criticism. Educational theories are simultaneously positive and critical. They draw attention to deficits which are to be made up or avoided in the future. This calls for a critical approach to present and past education. Learning Theories in Plain English Vol. Learning theories summaries on the Learning-Theories.com website as an electronic book, conveniently organized into one PDF file that you can print and use for your papers or assignments. Start studying Learning theories chapter 5. Learn vocabulary, terms, and more with flashcards, games, and other study tools. If you’re considering a career in education, you’ll likely want to do some research on teaching theories. These theories will help you reach your students in a way that will help them to learn. There are a number of helpful teaching theories including Erikson’s socioemotional development and Gardner’s multiple intelligences. Read below for a short summary. Multiple Intelligences. The theory of multiple intelligences, developed by Howard Gardner.
- Educational Theories Pdf
- 5 Major Educational Theories
- Educational Theories Of Learning
- Educational Theories Quizlet
- Examples Of Educational Theories
- Educational Theories Used In Nursing
Numerous theories and perspectives concerning the teaching and learning of science are addressed in this book, a few of the more prominent ones of which are referenced here.
24.2.1 – Active Learning: Learn by Doing
Active learning is a set of strategies that posits the responsibility for learning with the student. Discovery learning, problem-based learning (22.3), experiential learning, and inquiry-based instruction (22.1) are examples of active learning. Discussion, debate (22.4), student questioning (5.1, 22.1, 23.1), think-pair-share (25.7), quick-writes (25.7), polling, role playing, cooperative learning (22.3, 22.5), group projects (13.1-8, 22.5), and student presentations (22.4) are a few of the many activities that are learner driven. It should be noted, however, that even lecture can be an active learning event if students processes and filter information as it is provided. Cornell notes (3.1) and diagramming (16.2) are a couple of activities that can make lectures active learning events.
24.2.2 – Teaching to multiple learning modalities
We can learn through any of our five senses, but the three most valuable are vision, hearing, and touch. Theorists and practitioners claim that learners have a preference for one learning style over another. Visual learners learn best by watching, while auditory learners learn best by verbal instruction, and kinesthetic learners learn best by manipulation. Because of the demands of the profession, teachers often resort to the instructional style that requires the least time and preparation, namely lecture and discussion. Although these may be valuable approaches to teaching and learning, they fail to take advantage of other learning modalities, and disenfranchise students whose primary modality is visual or kinesthetic. Throughout this book we emphasize the use of all three modalities in teaching and learning.
24.2.3 – Teaching to multiple intelligences
Intelligence is a property of the mind that includes many related abilities such as the capacities to reason, plan, solve problems, comprehend language and ideas, learn new concepts, and think abstractly. Historically, psychometricians have measured intelligence with a single score (intelligence quotient, IQ) on a standardized test, finding that such scores are predictive of later intellectual achievement. Howard Gardner and others assert that there are multiple intelligences, and that no single score can accurately reflect a person’s intelligence. More importantly, the theory of multiple intelligences implies that people learn better through certain modalities than others, and that the science teacher should design curriculum to address as many modalities as possible. Gardner identifies seven intelligences, which are listed below. The numbers in parentheses indicate sections in this book that address each intelligence.
- Logical /Mathematical Intelligence is used when thinking conceptually (6.1-4, 7.1-7, 10.1-5, 13.9, 16.1-6, 18.1-3), computing (14.1-3, 15.1-7, 17.1-7, 20.1, 20.8), looking for patterns (1.1-4,16.4, 16.6, 17.5-7), and classifying (8.1-6, 19.1-5)
- Linguistic/Language Intelligence is used when learning by listening (21.1), verbalizing (1.1-4, 3.1-4, 11.2-4, 22.6), reading (2.1-4), translating (14.1-3), and discussing (8.6, 22.4).
- Naturalist Intelligence is used to question (5.1, 22.1, 23.1), observe (5.2-3, 22.2), investigate (23.2), and experiment (5.1-10, 23.3-4).
- Visual / Spatial Intelligence is used when learning with models (12.1-5), photographs (16.4, 16.6), videos (16.5), diagrams (8.1-6, 16.1-3, 20.2-7), maps (21.1-7) and charts (20.2-7).
- Bodily kinesthetic intelligence is used to process knowledge through bodily sensations (12.2), movements (12.2), physical activity (labs in companion volumes, Hands-on Chemistry and Hands-on Physics), and manipulation (22.2).
- Interpersonal Intelligence is used when learning through cooperative learning experiences (22.3, 22,5), group games (13.1-8), group lab work (22.5), and dialog (8.6, 23.4).
- Intrapersonal Intelligence is used when learning through self-dialog (7.1-3,11.1), studying (11.2-4) and self-assessment (7.4-7).
- Musical Intelligence is used when learning through rhythm, melody, and non-verbal sounds in the environment (24.8).
24.2.4 – Metacognition: Teaching students to think about their thinking
John Flavel argues that learning is maximized when students learn to think about their thinking and consciously employ strategies to maximize their reasoning and problem solving capabilities. A metacognitive thinker knows when and how he learns best, and employs strategies to overcome barriers to learning. As students learn to regulate and monitor their thought processes and understanding, they learn to adapt to new learning challenges. Expert problem solvers first seek to develop an understanding of problems by thinking in terms of core concepts and major principles (6.1-4, 7.1-7, 11.1-4). By contrast, novice problem solvers have not learned this metacognitive strategy, and are more likely to approach problems simply by trying to find the right formulas into which they can insert the right numbers. A major goal of education is to prepare students to be flexible for new problems and settings. The ability to transfer concepts from school to the work or home environment is a hallmark of a metacognitive thinker (6.4).
24.2.5 –Developing higher order reasoning
Perhaps the most widely used classification of human thought is Bloom’s Taxonomy. Benjamin Bloom and his team or researchers wrote extensively on the subject, particularly on the six basic levels of cognitive outcomes they identified – knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom’s taxonomy (6.1) is hierarchical, with knowledge, comprehension and application as fundamental levels, and analysis, synthesis and evaluation as advanced (6.1-6.4). When educators refer to “higher level reasoning,” they are generally referring to analysis, synthesis and/or evaluation. One of the major themes of this book is to develop higher order thinking skills through the teaching of science.
24.2.6 –Constructivism: Helping students build their understanding of science
Constructivism is a major learning theory, and is particularly applicable to the teaching and learning of science. Piaget suggested that through accommodation and assimilation, individuals construct new knowledge from their experiences. Constructivism views learning as a process in which students actively construct or build new ideas and concepts based upon prior knowledge and new information. The constructivist teacher is a facilitator who encourages students to discover principles and construct knowledge within a given framework or structure. Throughout this book we emphasize the importance of helping students connect with prior knowledge and experiences as new information is presented, so they can dispense with their misconceptions (7.4-7) and build a correct understanding. Seymour Papert, a student of Piaget, asserted that learning occurs particularly well when people are engaged in constructing a product. Papert’s approach, known as constructionism, is facilitated by model building (12.5), robotics, video editing (16.5), and similar construction projects.
24.2.7 – Pedagogical content knowledge (PCK) in science
An expert scientist is not necessarily an effective teacher. An expert science teacher, however, knows the difficulties students face and the misconceptions they develop, and knows how to tap prior knowledge while presenting new ideas so students can build new, correct understandings. Schulman refers to such expertise as pedagogical content knowledge (PCK), and says that excellent teachers have both expert content knowledge, and expert PCK. In How People Learn, Bransford, Brown and Cocking state: “Expert teachers have a firm understanding of their respective disciplines, knowledge of the conceptual barriers that students face in learning about the discipline, and knowledge of effective strategies for working with students. Teachers' knowledge of their disciplines provides a cognitive roadmap to guide their assignments to students, to gauge student progress, and to support the questions students ask.” Expert teachers are aware of common misconceptions and help students resolve them. This book is dedicated to improving science teacher pedagogical content knowledge.
Educational Theories Pdf
Bonwell, C. & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom AEHE-ERIC Higher Education Report No.1. Washington, D.C.: Jossey-Bass.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review 31(1): 21–32.
5 Major Educational Theories
Gardner, H. (1993). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.
Herr, N. and Cunningham, J. (1999). Hands-On Chemistry Activities with Real-Life Applications. San Francisco: Jossey Bass (John Wiley).
Cunningham, J. and Herr, N. (1994). Hands-On Physics Activities with Real-Life Applications. San Francisco: Jossey Bass (John Wiley).
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive-developmental inquiry. American Psychologist, 34, 906-911.
B. S. Bloom (Ed.) (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: David McKay Company, Inc.
Bodner, G. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-877.
Piaget, Jean. (1950). The Psychology of Intelligence. New York: Routledge.
Papert, S. (1993). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
Schulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4-14.
Bransford, D., Brown, E., and Cocking, R. (eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning, National Research Council. Washington, D.C.: National Academy Press.
1. Behaviorism
Behaviorism assumes the learner is passive, and only responds to external stimuli, such as reward and punishment. This means that behavior only changes through interaction with the environment. Learners are 'conditioned' through exposure to a series of positive or negative stimuli. 2. Cognitivism
Cognitivism believes that the mind's 'black box' needs to be opened and understood. It suggests that people process information in much the same way as computers do. As such, cognitivism is often related to studies in artificial intelligence (AI). During the 1960s, cognitivism, which focuses on exploring mental processes such as thinking, memory, knowing, and problem solving, became the dominant learning theory over behaviorism. It argues that the way people learn depends on internal processes, rather than external stimuli.
3. Constructivism
Constructivism-based learning suggests that learning is an active process in which people create their own subjective representation of reality. These representations are subjective because new information is always linked to people's prior knowledge. For instance, their social or cultural backgrounds. Constructivism rejects rigid learning theories like behaviorism. Instead, it argues that learning is an active, contextualized process, focused on building - not acquiring - knowledge. Personal experience, along with the learner's environment, help to build knowledge. Learners constantly test ideas through social negotiation. And, since everyone's an individual, each person approaches it differently.
4. Humanism
Humanistic learning theories see learning as a personal act that contributes to fulfilling a person's potential. Championed by such learning theorists as Abraham Maslow, humanism has given us the term 'self-actualization,' as well as the concept of the teacher as facilitator. Like cognitivism, humanism emerged in the 1960s. It focuses on human dignity, freedom and potential. One of its central pillars is the assumption that people act with 'intentionality' and values. This contrasts with learning theories like behaviorism, which say that all behavior is the result of applying external stimuli. The humanist view also opposes cognitive psychology's belief that discovering knowledge and constructing meaning is central to learning. A key humanist view is that it's vital to see the learner as a whole person, especially as he or she grows and develops.
5. Maslow's hierarchy of needs
This framework was created by psychologist, Abraham Maslow. He wanted to understand what motivates people. So, in 1943, he put forward a theory which suggested that people are motivated to achieve certain needs. Having fulfilled one need, they seek to fulfill the next one, and so on. Maslow presents these needs as a hierarchy, as follows:
1. Physiological/bodily needs
2. Safety needs
3. Love/belonging needs
4. Self-esteem
5. Self-actualization
6. Experiential learning
Educational Theories Of Learning
David Kolb published his learning model in 1984. From this, he developed his learning styles inventory. It can be applied in two ways: as a four-stage cycle of learning or as four separate learning styles.
The four-stage cycle, in which learners need to touch all points, includes:
Educational Theories Quizlet
1. Concrete experience (having an experience)
2. Reflective observation (reflecting on the experience)
3. Abstract conceptualization (learning from the experience)
4. Active experimentation (applying what you've learned)
The four separate learning styles that Kolb set out are:
1. Diverging (feeling and watching)
2. Assimilating (watching and thinking)
3. Converging (doing and thinking)
4. Accommodating (doing and feeling)
7. ARCS
The ARCS learning theory (also known as the ARCS Model of Motivational Design) was first developed by Dr John Keller. It's a mnemonic that stands for:
- Attention
- Relevance
- Confidence
- Satisfaction
ARCS is a problem-solving approach to designing learning environments that stimulate and sustain students' motivation to learn. The ARCS model is a set of categories representing the components of motivation. It can also be used as a systematic design process to create appropriate motivational enhancements for learners. ARCS is claimed - and acclaimed - by humanists, so it could also be seen as part of humanism (see above).
8. ADDIE
Another learning theory built around a mnemonic is ADDIE. It stands for the following five stages of instructional design:
1. Analyze2. Design
3. Develop
4. Implement
5. Evaluate
ADDIE is a high-level framework that helps provide context for what an instructional designer does. For further details of ADDIE, see our blog post on it here.
Examples Of Educational Theories
9. Elaboration theory
Charles Reigleuth's elaboration theory (published in 1979) tries to bridge theory and practice in education. It aims to reveal the relationships between educational theory, designed learning programs, and practice. Reigleuth's view is that content that must be learned should be put in order from simple to complex. It must also provide a meaningful context within which other ideas can be integrated. Elaboration theory comprises seven major strategy components:
1. An elaborative sequence
2. Learning prerequisite sequences
3. Summary
4. Synthesis
5. Analogies
6. Cognitive strategies
7. Learner control
10. Bloom's taxonomy
Bloom's Taxonomy was first created in 1956 by Dr Benjamin Bloom in order to promote higher forms of thinking. This includes analyzing and evaluating concepts, processes, procedures and principles - not just remembering facts or 'rote' learning. The theory identifies three domains of learning: cognitive (mental skills), affective (feelings or emotions), and psychomotor (manual or physical skills). According to Bloom it is the cognitive domain that helps people to develop intellectual skills. It is divided into six levels according to complexity:
1. Knowledge/remembering
2. Comprehension/understanding
3. Application
4. Analysis
5. Synthesis/creating
6. Evaluation
These six steps can be seen as a stairway that learners ascend to achieve a higher level of thinking. Once a learner has mastered a higher level of thinking, she will have mastered the lower levels, too.