Behaviorism vs. Constructivism: Learning Theories

This assignment delves into the comparison of Behaviorist and Constructivist learning theories. It explores how each theory approaches learning, emphasizing the role of conditioning and reinforcement in Behaviorism versus independent knowledge construction and critical evaluation in Constructivism. The analysis also considers the strengths and weaknesses of both approaches, particularly regarding controlled learning, student creativity, and catering to diverse learners.

Running head: EDUCATION PSYCHOLOGY
Education Psychology
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1EDUCATION PSYCHOLOGY
Learning theories are defined as the conceptual frameworks that define, explain and
describe the process of attaining, absorbing and retaining knowledge by the learner in a
classroom. As per the learning theories of educational psychology, cognitive, emotional as well
as environmental factors largely influence the learning process of the student, and there are
multiple learning theories such as Behaviorism learning theory, Cognitive learning theory,
Constructive learning theory and Transformative learning theory, each of which offers a new
perspective regarding the learner’s process of acquisition of knowledge (Pritchard, 2013). This
essay intends to critically analyze the distinct features of two learning theories- Behaviorism and
Constructivism, and offer a comparative study of the same.
Behaviorism as a learning theory adopts a psychological approach that upholds the view
that any form of behavior is learnt through the interaction with the environment. According to
this theory, at the time of birth, the mind of a child is similar to a tabula rasa (meaning blank
slate) and it is only with the help of the right environmental influences, can a child develop his
knowledge (Kolb, 2014). Consequently, the behaviorist learning theory emphasizes on the
identical learning ability of each learn, given they all are exposed to the same and right
environmental influences (Siemens, 2014). The Behaviorist theory was founded by B.F Skinner
(1904-1990) who clearly stated that “Teachers must learn how to teach…they need only to be
taught more effective ways of teaching”. The behaviorists believe that a child can be conditioned
to learn and he will be able to learn as much as any of his other friends. His learning behavior
can be controlled and influenced by operant condition or stimulus condition, and thus this theory
focuses on the importance of rewards and punishment, in influencing the learning process of the
learner. On the other hand, as opposed to this, the Constructivists claim that a learner tends to
construct his or her own understanding and knowledge of the world and the environment, by

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experiencing things and reflecting on those experiences (Ertmer & Newby, 2013). Hence, unlike
the former theory, Constructivist approach emphasizes the importance of free learning in a
student whereby he can use his existent knowledge, interpret situations, and develop his
understanding through social interaction. John Dowey (1859-1952) and Piaget (1896- 1980) are
considered to be the founders of the Constructive theory of learning, who denied the passive
assimilation knowledge process of learners.
From the above discussion, it is clearly evident that both the above stated theories adopt a
different approach in explaining the factors that can increase a learner’s achievement. It would
be interesting to draw a comparison between the two learning theories. First of all, in case of
Behaviorist learning approach, the role of a learner is limited and highly passive, as he is only
meant to respond to the stimuli, and participate in the learning process in fear of punishment or
for being motivated by rewards (Ertmer & Newby, 2013). On the other hand, it is needless to
state that learning is an active process in case of Constructivism, whereby the students are being
offered the full autonomy to explore new facts, interpret and construct new principles and ideas
based on their existent knowledge, and develop their learning ability. With the role of the
learners, the role of the teacher also largely changes in each of the two theories. The Behaviorist
learning theory entrusts the duty of designing the learning process to the teacher whereby the
teacher is supposed to create an ideal learning environment for the student to learn and shape the
learner’s behavior by positive and negative reinforcement (Klein & Mowrer, 2014). The
teacher’s role plays an important role here as he is the one to present all the information, so that
the student can demonstrate his knowledge through tests which again will be assessed by the
teacher. The teacher under this learning theory is the ultimate guide and unquestionable authority
who will only assist the student in the learning process. Contrary to this approach, in case of the

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Constructivist learning approach, the role of the teacher is limited to creating a learner-friendly
environment, and encouraging the students to engage in an active, free learning process (Thomas
et al., 2014). The teacher does not present all the information in the class, but rather encourages
independent learning through open-ended questions as well as facilitates extensive academic
dialogue amongst the students. The teacher is much more than a mere dispenser of knowledge
(Duffy & Jonassen, 2013). The basic idea in the Behaviorist learning theory is conditioning of
the learner’s mind in a way, that the learner can enhance his knowledge through positive and
negative reinforcement, and trial and error methods. The learner needs to be fed with the
information, assessed and given feedback and the earner can eventually lean through stimulus-
response process. However, the key concept in Constructivist learning process is that a child can
learn independently and analyze and critically evaluate little piece of information, provided the
teacher acts as a facilitator rather than an instructor. Knowledge construction is prioritized over
knowledge reproduction (Eysenck, 2013).
A chief advantage of Behaviorism is that it facilitates controlled learning whereby the
learner’s progress can be measured, and controlled through repeated assessment tests and
concrete feedbacks by the teacher. This might be a drawback in the Constructive theory, as while
too much autonomy provided to the students can definitely encourage academic creativity of
some of the students, the comparatively weaker students may not be able to experience academic
progress in absence of proper control. However, a chief advantage of the Constructive learning
theory is that it helps in boosting learner’s creativity and allow him to offer innovative ideas, that
have not been proposed earlier. In case of Behaviorist theory, a learner is not allowed to be
creative enough and his knowledge remains confined to the exhaustive academic curriculum the
teacher has designed for the students (Thomas, 2014). The elimination of a standardized

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curriculum makes the learning process far more learner-centric in constructive learning process,
whereby the students of different intelligence feel motivated to explore new ideas. The
Behaviorist theory encourages the teachers to believe that all the students can be addressed by
establishing the relation between sensory stimuli and the unique corresponding response.
However, Constructivist learning theory helps to serve the slow learners and learners with low
intelligence level, who cannot accomplish tasks in a strict teacher centric environment. The use
of innovative, student-friendly tools such as the ICT tools in the learning process help motivate
the students in the Constructive learning environment, while active engagement, inquiry,
problem solving, and collaboration with others aids in easy, comprehensive process of learning.

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Reference List:
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. Performance Improvement
Quarterly, 26(2), 43-71.Duffy, T.M. and Jonassen, D.H. eds., 2013. Constructivism and
the technology of instruction: A conversation. Routledge.
Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development.
FT press.
Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom.
Routledge.
Siemens, G. (2014). Connectivism: A learning theory for the digital age.
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of
social constructivist learning theories in knowledge translation for healthcare
professionals: a scoping review. Implementation Science, 9(1), 54.Eysenck, H.J., 2013.
Learning theory and behaviour therapy. Readings in Clinical Psychology, p.349.
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of
social constructivist learning theories in knowledge translation for healthcare
professionals: a scoping review. Implementation Science, 9(1), 54.Gray, C., & MacBlain,
S. (2015). Learning theories in childhood. Sage.