Theories of Teaching and Learning

This article discusses the perspectives of learning from two main theories, behaviourism and constructivism. It outlines the benefits and limitations of each theory and how they impact the learning process. The article also provides examples and references to support the discussion.

Running head: THEORIES OF TEACHING AND LEARNING
Theories of Teaching and Learning
Student’s name:
Name of the university:
Author’s note:

Theory 2:
Constructivism
Similarities
Theory 1:
Behaviourism
Behavioural psychology known as
behaviourism is all about a theory of
learning based on the concept that all
behaviours can be acquired through
effective conditioning.
Behaviourism behaviour can be studied in
some of the observable and systematic
manners with no consideration of any
internal mental conditions.
Behaviourists emphasise the stimulus-
response bond. This particular theory
emphasises on observable aspects of
learning and thus, it encourages repetition
and continuity in learning.
Behaviourists urge that, the essential key
factors that motivate a person towards
certain behaviours entirely depend on
environment and heredity rather than the
nature of an individual.
It is worth mentioning that, behaviourism is
based on the proposition that, all things an
individual perform (including thinking,
acting and feeling) should be regarded as
behaviours. Thus, this theory emphasises on
changing behaviour among learners by
rewarding correct performance (particularly
in education).
According to the viewpoint of Zilio (2016),
behavioural theory rewards good external
habits and thus, it discourages all the bad
external behaviours.
 Behaviourism focuses in what the
learner does, whereas,
constructivism focuses on how the
learner interprets the new
information and applies to own
reality (Carey, Zaitchik &
Bascandziev, 2017).
 On behaviourism, the learner is
reactive, whereas, constructivism
focuses on learners must be
proactive.
Behaviourism and constructivism both focus on
the philosophies of learning and they focus on
students’ learning. Both studies focus on nature
of learning and elements of nature of learning.
Behaviourism and constructivism both have
influence in methods in order to teach the
learners in additional class rooms or it can be
through web-based instruction.
In both the theories, internal and external
conditions are needed for active learning to take
place. All these conditions include cognitive
strategies, verbal information, motor skills and
intellectual skills attitude.
Both the studies focus on role of learners in the
educational system; however, the roles can be
fundamentally similar.
Both the theories are related to learning and
both the theories intend to explain how a student
learns and improve knowledge.
Both the theories have had a direct impact on
the processes and methods used to teach a
learner the web-based instruction and in the
traditional classroom setting as well.
Behaviourism and constructivism focus on the
fact that, everyone learns at different speeds as
well as in different levels.
Constructivism is a philosophy of learning and
it states that one can construct one's own
understanding of the world in which the
individual lives in (by reflecting on
individual's experiences).
Each person generates own ‘rules’ and ‘mental
models’ which are helpful in developing sense
based on experiences. Thus, one of the simple
processes of adjusting mental models is
learning for accommodating new experiences.
Based on the above statement, it is worth
mentioning that; constructivism holds the ‘use
of memory' as the key element of the effective
learning process.
This theory emphasis on the fact that, the
individual learns at different speed and levels
as per the personal motives, experience and
interests. It uses several methods such as self-
guided learning based individual’s personal
experiences.
Main elements of this method include
collaborative group work and scaffolding
(Mattar, 2018). In education, the approaches of
constructivism emphasise intense engagement
of learners along with the content with the
help of some strategies such as writing (not
just reading), problem-solving,
communicating (not just listening), interacting,
writing and active approaches.
Thus, it neglects the concept that, the
individual has different interests and motive
and this influences the way one learns.
 Type of learning in behaviourism is the
basic definition and explanation of the
generalisation of the concepts,
whereas, constructivism refers to the
higher-level problem solving and
critical analysis and it emphasises on
real-world scenarios.

Part 2
Perspectives of learning of chosen theories and clearly outline examples of the benefits
and limitations of each theory using references and research to support discussion
The theories of learning are expanding and evolving continuously. According to most
of the people, learning is essential in developing the ground of knowledge. However,
different people leverage different point of view in explaining the importance of learning and
its consequences. It is worth mentioning that, theorists use different perspectives of learning
for showing the importance of developing a learning environment and in this context, two of
the main perceptive learning theories will be taken into account for showing the how various
methods are effective in developing a learners world of knowledge. One of the perspectives is
behaviourism where the other one is all about constructivism perspective.
According to the viewpoint of behaviourism, learners are passive in responding to
environmental stimuli. A learner starts off with a clean slate and then behaviour can be
shaped by the person through positive or negative reinforcement. Both the negative
reinforcement and positive reinforcement enhance the possibility that previous behaviour can
happen again. On the other hand, it is worth mentioning that, punishment has that potential to
reduce the likelihood that previous behaviour may happen again (Mason, 2017). Based on
this behaviourism perspective, it can be stated that learning is all about bringing change in
behaviour within the learner. A number of behaviourists recognize conditioning as the global
learning process and it is worth mentioning that, there are mainly two types of conditioning
that are helpful in defining the different perspective of behaviourism effectively. Ivan Pavlov
performs the experiment on animals (Pavlov’s dogs) and comes up with the theory of
classical conditioning. In relation to the classical conditioning, it can be stated that classical
conditioning occurs when a natural reflex shows reaction toward a stimulus. As opined by
Scheele & Papazu (2015, one of the examples of classical conditioning in the environment of
education is all about the irrational fears and anxieties among the students. Thus, from the
behaviourist perspective, it can be mentioned that teachers need to provide immediate
feedback to the learners and thus, it is essential for the teachers to avoid punishment. Apart
from this classical conditioning, B.F. Skinner introduces the concept operant conditioning
which is related to the voluntary behaviour among the learners. As per this perspective, if a
reward or reinforcement system can be followed then the response from the learners becomes
more probable. B.F. Skinner believes that positive reinforcement has that effectiveness in

changing behaviour rather than punishment (Johnson, Kohler & Ross, 2017). Therefore, a
central strength of behaviourism lies in the fact that, results can reliably be reproduced
experimentally. Based on the statement, Myles & Mitchell (2014), argues that behaviourism
does not have that potential to acknowledge an active human agency and thus, behaviourism
is entirely a self-awareness which can typically be mediated through language.
Apart from this concept, it can be stated that a behaviourist perspective cannot
provide an explanation of how a person makes procedural decisions. Thus, within a broad
approach, it can be stated that observation of behaviour is the most prominent and convenient
way of investing all the mental and psychological activities as per most of the behaviourism
perspectives. Further, a behaviourist perspective does not have that potential to explain how a
person negotiates between different types of potential goals and thus, it can be stated that,
most of the human behaviour is not based on specific condition but correlates to different
mental processes that are collaborative in nature. According to the viewpoint of Cohen &
Waite-Stupiansky (2017), unlike the cognitive approach, the behaviourist perspective thinks
that people can learn based on their experiences and thus, it ignores the entire mental
processes that are potentially involved in the entire learning method. In a similar way, it can
be stated that the behaviourism focuses on how environment nurtures and shapes behaviours.
Thus, unlike humanist psychology (views humans as the active entity which has that potential
to control and determine own development), behaviourists consider humans as the passive
learner. This means that environment controls humans’ behaviours. Based on the statement, it
can be stated that behaviours can be adapted through positive associations made with the
effective environmental stimuli. Further, one of the considerable weaknesses of this
perspective is that it rejects the importance and roles of biological factors upon the human
behaviour and thus, it is entirely converse to the biological approach which considers the
importance of biological factors upon the development of human nature (Zilio, 2016).
However, the behaviourist perspective has some of the strengths as well. Hence, it is worth
mentioning that, this particular approach focuses on a number of factors and practical
applications for shaping behaviour. Some of the techniques include the use of rewards and
positive feedback in education.
Apart from the didactic approach such as behaviourism, constructivism states that
learning is all about an active and contextualized process of developing knowledge rather
than just acquiring it. Thus, according to the viewpoint of constructivism, knowledge can
only be constructed on the basis of personal experiences and some of the hypotheses of the

environment. Thus, on the contrary to the behaviourism perspective, the constructivists state
that learners are not a blank slate and thus, past experiences and the cultural elements impact
on the construction of knowledge. The constructivist Kiraly (2014), stated that learning is a
constructive and active method where learners can develop knowledge on the basis of
personal experiences. Based on the above-held statement, it can be stated that learners are
information constructor. Hence, according to Piaget, "rather than being continuous, cognitive
development among children is discontinuous and it proceeds sequentially through a number
of ‘stages' from childhood to adulthood" (Carey, Zaitchik & Bascandziev, 2018). Thus, all
these stages are sensorimotor stages and constructivism is all about the awareness that some
factors continue to exist even when it becomes out of sight. Therefore, the benefit of the
constructivism perspective is that it provides the teachers or educators with that ability to
listen to the children in what they can perform and cannot perform while completing a task.
Thus, it lets the educators pay attention to recognising and analysing the errors a child makes
when the person tries to solve a problem or significant (Cleaver & Ballantyne, 2014). In
relation to this, Piaget states that educators have to develop a curriculum plan which has that
ability to enhance students' conceptual and logical perception. Hence, it is worth mentioning
that, there is a concept used in the education system of Australia and New Zealand named
‘stage of age' which refers those teachers need to be conscious and aware of the children’s
present level of understanding (Zuvova et al., 2015). In this way, educators need to plan their
activities according to the child's current level. Piaget states that a child's thinking is not
similar to that of an adult and thus, educators need to be aware of this fact. Thus, one of the
strengths of constructivism perspective is that it encourages higher recollection of learned
material and thus, it is worth mentioning that, the constructivism perspective encourages
teamwork, a multiplicity of thought and the self-management of skills for constructing a
potential level of knowledge and understanding (Mattar, 2018). Apart from this, the
constructivism encompasses some of the limitations as well. In relation to this, it can be
stated that the application of constructivist model has successful implication within the
classroom (Schcolnik, Kol and Abarbanel, 2016).
An educational psychologist David Palmer states that constructivist-based learning
and teaching encourages the introduction of novel models and materials for capturing the
students' attention and motivating them to engage in the learning process. Hence, students
have required highly structural environments so that, learners become able to excel in the
learning environment. Further, it is worth saying that, constructivism perspective may lead

students to some of the confused and frustrated situations (Cooper & Ritchie, 2016). This is
because, students may not have that capability to develop the relationship between the
knowledge they are learning for with the knowledge they already have (Foote, Battaglia &
Vermette, 2014). Thus, it is important for the educators to focus on the factors so that, it
becomes possible for the learners to reframe and accommodate the expectation with the
reality and outcome.
Thus, based on the above-held discussion, it can be students have an intrinsic need to
be learned from the nature and thus, it is important for the educator and the teachers to
provide caring and nurturing environment with some of the positive reinforcement so that, it
becomes possible for a learner to get an environment where all the psychological needs are
met. Thus, learning about the different theories and methods are required for the educators, so
that, it becomes possible for them to get an in-depth understanding of psychological needs of
the students positively.

Reference List
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