·
The
three components of the educative process include the learner, the teacher
and the school.
·
Learning is a mental activity by means of which knowledge,
skills, habits, attitudes and ideals are acquired and utilized,
resulting in the progressive adaptation and modification of conduct and
behavior.
· Behavioral
Learning Theory
operates on the principle of Stimulus-Response.
Conclusions are
based on observations of external manifestations of learning.
·
Stimulus-Response (5-R) or Association Theory states that for
every stimulus there is a corresponding response.
·
Connectionism which was formulated by Edward Lee
Thorndike assumes that human activities are based on the association or
connection between stimulus and response.
·
The
three fundamental laws of learning includes: Readiness, Exercise
and Effect.
·
Law of Readiness states that when an individual is
prepared to respond or act, allowing him to do so is satisfying, whereas
preventing him would be annoying.
·
Law of Exercise states that constant repetition of
a response strengthens its connection with the stimulus, while disuse of
a response weakens it.
·
Law of Effect states that learning is strengthened if
it results in satisfaction, but it is weakened if it leads to vexation
or annoyance.
·
Theory of Conditioning states that the
process of learning consists of the acquisition of new ways of reacting to
stimuli developed through attaching new stimuli to established modes of
behavior.
·
Classical Conditioning is based on the
experiment on the reaction of the dog conducted by Ivan Pavlov.
·
Principles under Classical Conditioning
includes: Adhesive Principle, Excitation, Extinction, Stimulus
Generalization and Spontaneous Recovery.
·
According
to the Adhesive Principle, a response is attached to every
stimulus. For every stimulus, there is always a corresponding response.
·
Excitation is also known as the law of
acquisition. It occurs when a previously neutral stimulus gains the ability
of eliciting the response.
·
Extinction is also known as unlearning and
occurs when the conditioned response is no longer elicited by the conditioned
stimulus because the conditioned stimulus is frequently presented without the
paired stimulus.
·
Stimulus Generalization happens when the
conditional response is also elicited by other stimuli similar to the
conditioned stimulus.
·
Spontaneous recovery happens when a conditioned
response which does not appear for sometime but reoccurs without the need for
further conditioning.
·
Operant Conditioning is a theory based on the
experiment conducted by Burrhus Frederick Skinner on a hungry rat.
·
BF Skinner claimed that one can train an organism by
presenting him a reward or punishment as a consequence of his actions.
·
Feedback Principle states that an organism's
responses maybe reinforced by presentation or removal.
·
Social Learning Theory is based on the
studies of Richard Wallace and Albert Bandura. They claimed that
children's learning process involves observation and imitation.
·
Cognitive Field Theory otherwise known
as Field Theory describes how a person gains understanding of himself
and his world in a situation where his self and his environment compose of
totality of mutually interdependent, coexisting events.
·
Insight Learning Theory is based on the
experiment conducted by Wolfgang Kohler on the chimpanzee. He
postulated that the more intelligent the organism and the more experiences he
has the more capable he is of gaining higher insight.
· Gestalt Learning claims that the
whole is more than the sum of its parts and the whole gets its meaning from
its parts.
·
Gestalt view learning as a change in knowledge,
skills, attitudes, values or beliefs and may or may not have anything to do
with the change in overt behavior.
·
Instrumental conceptualism is the term
applied to the theory of learning as advocated by Jerome Bruner who
believed that the acquisition of whatever form of knowledge is always a dynamic
and interactive process because the learner purposively participates in
the process of knowledge acquisition who selects, structures, retains and
transforms information.
·
David Ausubel's theory is concerned with
how individuals learn large amounts of meaningful material from
verbal/textual presentations in a school setting.
·
According
to Ausubel, learning is based upon the kinds of superordinate, representational
and combinatorial processes that occur during the reception of information.
·
A
major instructional mechanism proposed by Ausubel is the use of advance
organizers. These organizers are introduced in advance of learning
itself, and are also presented at a higher level of abstraction, generality and
inclusiveness.
·
Based
on the Gagne Assumption, different types of learning exist, and that different
instructional conditions are most likely to bring about these different types
of learning.
· Gagne identifies five
major categories of learning: verbal information, intellectual skills,
cognitive strategies, motor skills and attitudes.
·
Motivation is the stimulation of action toward a
particular objective where previously there was little or no attraction toward
that goal.
·
Motivation
is either intrinsic or extrinsic.
·
Intrinsic motivation refers to the inherent or internal
stimulus of the individual to learn. It is based on the natural desire
of the individual to satisfy his drives and motives without the need for reward
and punishment.
·
Extrinsic motivation is based on incentives
which are artificial devices employed to evoke attitude conducive to learning.
Rewards and praises like medals, good grades, prizes, scholarships and
the like as well as punishments are good examples of this form of motivation.