DIFFERENT THEORIES OF LEARNING AND THEIR IMPACT ON TEACHING IN

YOUR CLASS

Introduction:

Learning theories are the core of education. At their very essence, they explain how people learn.

Illuminating the cognitive processes involved, as well as the environmental and social factors

that influence learning. Different theories propose different archetypes for students, focusing on

the role of the teacher as well as the method of instruction. Understanding the differences and

similarities of these learning theories, researching the ways they were uncovered, and realizing

which theories are suitable for you can help you apply them in your classroom.

The purpose of this project was to investigate the plethora of learning theories that have been

presented over the years. We will now see how each classifies and applies to varying educational

theories. We will now demonstrate an understanding of how these theories will help students

learn more/create a lesson plan.

This paper will delve into a spectrum of influential learning theories, perspectives of the leading

developer of the theory regarding behaviorism, cognitivism, constructivists, humanism, and

social learning. The vessel by which we come to the implications on instructional design and the

implications on behavior, student engagement, and student outcomes will be reflected through

the analysis of the foundational principles of these theories. Recent research will be utilized to

support how these theories are being employed into practice in education to show how these

theories impact behavior, student engagement and student outcomes.

Other research further emphasized the usage of these theories in various educational arenas in the

world of healthcare professional education in which a myriad of learning theories is implemented

to optimize instructional strategies and enhance student experiences (Mukhalalati & Taylor,

2019). Research also showed in the digital world of education, theories such as problem-based

learning, social learning theory, and cognitive theory of multimedia learning have become an

integral part of digital education illustrating the use of learning theories cross-environmentally

(Bajpai, 2019).

For example, in nursing and medical education, specific theories, such as the National League

for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning, and Bandura's

social cognitive theory have historically been paramount in guiding the assessment of student

learning outcomes and to design a curriculum (Lavoie et al., 2018). The conundrum of the

multidimensional nature of learning often necessitates the concurrent use of many learning

theories to avoid the educational pitfalls and to engineer optimum holistic learning (Kamel-

ElSayed & Loftus, 2018).

The next sections of the literature review will look at various theoretical ideas and studies that

explore how theories relate to the two key concepts students I will need to apply to my future

profession. I will grapple with the ideas that the theorists propose to try and establish a balance

between their strengths and how they might work in practice or if they would be applicable.

Although, I also consider their weaknesses and try to find how theories could to work together in

a holistic fashion. This is allowing me to develop an argument as to which theory sits more

closely to my own beliefs and develop an argument as to why it makes the greatest contribution

to teaching and learning.

Detailed Analysis of Learning Theories

Behaviorism

Behaviorism, a theory introduced in the early 20th century by John B. Watson, B.F. Skinner, and

Ivan Pavlov, is a theory about learning. It states that behaviors can be measured, trained, and

changed Behaviorism also emerged in the late 19th and early 20th centuries when psychologists

made a poor attempt to make psychology more scientific. In the educational field behaviorism

emerged as a leading theory in the 20th century due to learning theorists such as Thorndike

studying animals. “Relatively recently, behaviorism has reemerged in an appeal to the

educational establishment to examine the latest technique in instruction, programmed learning”

(Oliva, 2013). Behaviorism has had a major role in instructional design, which is widely used in

our schools today. This theory focuses on the observable and measurable aspects of human

behavior, and as a result it ignores complex human emotions and unconscious motivations.

Recent research has shown that behaviorism is valid. It is also showing the influence that it is

still having in today’s educational setting. Behaviorism is obviously effective in reaching the

precise goals and objectives of education (Jabsheh, 2024).

Behaviorism, take the following to the efferent side. Being one of the most recommended

conservative approaches, the basis of behaviorism is the relationship between the teacher and

learner. Students will respond when teachers put them into a situation to learn. While doing so,

one will have to make sure the student answers are in the correct format by using positive

reactions such as: rewards (no candy the intrinsic reward), stickers (extrinsic reward), privileges

of the week, certificates, and etc. to keep the desired response.

In addition to altering educational practices, behaviorism has also led to the development of

instructional and curriculum development. Behavior modification is used to change behaviors

through a system of rewards or punishments. This method of teaching is often used in general

education classrooms. For some students, change is systematically programmed to become

autonomic responses to environmental stimuli. While the curricula in public schools does not

promote 'Scientific management,' behaviorism still has a profound impact on the educational

system as a whole.

In the curricula of the public school’s behaviorism is evidenced by the use of behavioral

objectives, which are predicated on the idea that a pupil should be able to perform certain

observable behaviors when the instruction is completed. In this form of instruction, the learning

is made up of lots of small knowledge and processes that are broken into small bits for the

student to learn and can be tested on. Since behaviorist theory does not put a premium on the

centrality of how the student constructs or internalizes knowledge this is sprout of behaviorism.

The curricula are often aligned to match the outcomes of the high-stakes tests that are required

by the state or government.

New literature indicates that behaviorism is still the dominate principles and often is the best

approach when the acquisition of particular skills is what is being done. For example,

implementing other learning theories to teach speaking skills, such as behaviorism will achieve

the best results. As the students practice speaking and work from the necessary feedback they are

able to acquire speaking skills. Although not specifically a learning theory motivation plays a

large role in how behaviorist learning will be elicited from the students.
Cognitivism

The cognitivism theory emerged as a reaction to the limitations of behaviorism. Cognitivism

theory was the theory we recognized and loved in school. It dealt with the notion of internal

mental processes that we would study. The founding principle of Cognitivism is all about the

software, the mind. The mind, similar to computer hardware, accepts inputs, processes them and

creates outputs. We talked about how Cognitivism had influenced education significantly. We use

their ideas daily when trying to understand students’ processing and storing of information.

A key part of cognitivism is understanding that learning takes place by the organization and

manipulation of information withn the cognative structures of the learner. This includes the

mentally being able to comprehend, abstract, generalize, and apply ideas. Cognitivism

encourgaes educators to dig deeper as to how and why people learn, advocating for strategies

that promote conceptual understanding of the subject and uses of the knowledge learned.

The interaction of the two theoretical positions has been the subject of considerable debate. More

recently, research investigating cognitive maps in non-human animal’s brains points to the need

for interdisciplinary approaches in order to understand cognitive phenomena (Kim, 2023).

Theoretical and scientific advancements like this are indicative of a shift in the field of American

psychology from a narrow definition of learning as what can be directly observed, to a belief in

the unseen mental responses which must play a role for learning to occur.

Cognitive theorists have influenced teaching strategies by suggesting ways to structure material

to facilitate the mastery of educational objectives. Such strategies include the use of analogies,

metaphors, and similes to make learning more tangible or concrete; breaking information into

meaningful chunks or grouping; using questioning strategies to check for understanding; and
providing graphic organizers to help learners “see” the connections among concepts, procedures,

and ideas.

In conclusion, behaviorism and cognitivism provide entirely exceptional sorts of learning

theories. Although they are unique, if sensitively combined, they could form a complete learning

theory. Behaviorism bases its understanding on objective knowledge while cognitivism centers

its understanding on objective ideas and thoughts. Founded on rewards and punishments,

behaviorism offers the general determinants of how people learn. Conversely, cognitivism thrives

on the preconditions that illustrate the ideas, thoughts, and information humans intake in the

process of learning.

Constructivism

According to constructivism learners construct their own understanding and knowledge of the

world, through experiencing things and reflecting on those experiences. When we encounter

something new, we have to reconcile it with our previous ideas and experience, maybe changing

what we believe, or maybe discarding the new information as irrelevant. In any case, we are

active creators of our own knowledge.

Typically, this view of learning is contrasted with the behaviorist notion of learning, which

suggests that there is no meaning behind people’s actions, they just know what to do and when to

do it.

The educational principle of constructivism has conventionally been regarded as unalloyed by

philosophy, that is, existing separately from philosophical thinking. Correspondingly little is

written directly regarding the philosophical undergirding of constructivism. A recent maturing

field of research, linking constructivism to a species of philosophical beliefs has, however,

gained ‘some traction’ (Noer et al. 2005). These philosophies are referred to as informal

philosophies by Noer et al. (2005), and consist of progressivism. A core constructivist property is

that the learner is a participant in society who constructs his or her role in interactions with other

members, and more importantly, the learner is a shaper of roles according to his or her

experiences and background interests. Additionally, humanism is a preeminent philosophy in that

learners believe in their own capabilities and most often, learners see education as the arena of

developing their capabilities and making life choices (Mathew et al. 2016).

A third overarching philosophy is that of individualism, that learners create fresh ways of

regarding and ‘seeing the world’. Indigenous knowledge, epistemology, ontology, for example, is

said to be a foundational, ideological underpinning of meaningfulness in the constructivist

classroom (Mathew et al. 2016).In the constructivist classroom, discovery learning where

students use inquiry methods to ask questions, investigate, and use their findings to construct

new understanding is valued.

A recent approach to the constructivist approach is one in which the discipline of science

education is based on what has been called a constructivism-humanism model. This model is

very close to the traditional structured model in which all objectives are reached, but also

includes a trans-contextualization component with a rigorous contextualization component.

Crispin Seah and Kennedy (2016) in their study of parents’ making human sciences teaching and

learning more the constructivist model inducing a societal development and sustainability

educational tool which interest students even more in what is being taught.
Humanism

A perspective of education, humanism in education is centered around the development of the

whole person, considering the individual student’s personal needs, interests, and potential for

growth. In humanistic education, the learning environment is designed to facilitate personal

growth and self-actualization. Recent studies have connected humanism in education with

paradigms such as pragmatic instrumentalism, social constructivism, and ethics of care,

suggesting that educational models that focus on the well-being of the student and the

development of the whole person are necessary (Korostenskienė, 2022).

Proponents of humanistic education want to give students autonomy to decide what and how

they will learn. Humanistic programs are often characterized by self-evaluation instead of

external tests and consider learners as individuals with specific needs and perspectives.

In the pedagogical implementation of humanism, the provision of an environment in which

students feel safe to express themselves and learn the material in ways that are meaningful to

them is essential. Recent literature has highlighted integration of humanistic thoughts into

curricula, suggesting that education must provide more than the transmission of content; it must

nurture the personal and emotional development of students (Devian, Nevieyarni, & Murni,

2023).

The combination of constructivism and humanism in education creates the framework that

honors the agency of each learner while nurturing the space in educational process for personal

growth and experimentation with self-directed learning. Recent research shows that learning

becomes more student-centered, based on constructivist and humanist values. Online teaching,
which has traditionally favored behaviorist and cognitivist perspectives, has least resilience for

many teachers blunt.

In general, constructivism and humanism each make strong contributions to education,

emphasizing the active role of the learners and the development of the whole person. When the

two theories are combined, the result is an educational practice that is not only intellectually

rigorous but socially supportive, presenting a well-rounded and humane approach to learning

(Bandung, 2021).

Constructivism

Key Principles: Constructivism is an educational theory that posits learners construct their own

understanding and knowledge of the world, through experiences and reflecting on those

experiences. Its principles include:

1. Knowledge Construction: Learners actively construct their own knowledge.

2. Learner-Centered Education: Education is tailored to the individual student's needs and

experiences.

3. Social Interaction: Learning is a social process that can be enhanced by interaction with

others.

4. Problem-Based Learning: Knowledge is best acquired through problem-solving in

authentic contexts.

Proponents: The theory's main proponents include Jean Piaget, who introduced the idea of

cognitive constructivism, and Lev Vygotsky, who introduced social constructivism, emphasizing

the role of culture and social interaction in learning.

Constructivist theory is applied in the classroom through activities that encourage students to

investigate, ask questions, and engage in solving problems. Rather than just being a source of

data in the classroom, the teacher acts as a guide or facilitator. This is shown in activities like

collaborative projects, inquiry-based learning, and connecting real-world problems to class.

These activities create an environment in which the students create knowledge and understanding

on their own. Furthermore, these activities create learning at a deeper level and moreover, help in

critical thinking skills.

Humanism

Key Principles: Humanism in education is centered on the development of the whole person and

is characterized by:

1. Self-Actualization: Emphasis on personal growth and reaching one's full potential.

2. Student-Centered Learning: Focus on individual students' needs, interests, and learning

styles.

3. Emotional Well-being: Recognizing and addressing the emotional component of learning.

4. Autonomy and Choice: Allowing students to have a voice in their learning experiences.

Prominent figures in the promotion of humanistic education, such as Carl Rogers and Abraham

Maslow, pushed to create an environment designed to be sensitive to the psychological and

emotional well-being of students.

With implementation at each individual classroom, humanistic education creates an environment

meant to support students in growing as individuals throughout their surroundings. This form of

education would emphasize introspection, group problem-solving, as well as trust and self-
esteem building activities. Similarly, assessment through this lens would aspire to be formative,

prioritizing self-reflection as well as recognition of individual goals for self-actualization.

Significance of Constructivism in Teaching and Learning

Constructivism has provided a major contribution to teaching and learning in my class. It is an

appropriate theory especially in our modern dynamic and interactive learning environment. The

theory of constructivism is important because it holds on to the student’s center of learning

process. The theory simply states that knowledge is not received by the passive, but is actively

constructed by a person interacting with the environment. Furthermore, it is achieved by

reflection on past experience. The theory is important because learners actively participate in

their learning, it replicates natural occurrence, allowing deeper understanding resulted into

longer retention of learning. Learners construct meaning by building upon their prior knowledge

and experiences that is why the constructivist teaching is essential for further significant

learning.

In the classroom, constructivism manifests into various practical approaches which are student

centered. One example of student centered approach is the problem-based learning (PBL) tasks.

In this approach, a complex real life problem is presented to the students as the learner may need

to seek additional information before a solution is developed. This approach supports the critical

thinking skills and collaborative skills of the learners. In addition to PBL, it highly supports the
cooperative learning as an instructional desire. In this task students are able to work together

collectively as they are cooperatively learning. Students construct knowledge and understanding

together through discussions and interaction with diverse learners. Allowing students to work in

group is an implication of a constructivist teacher for the reason that it acquires the ideas from

the students. It also supports authentic and meaningful learning by extended dialogs within the

learners. Another constructivist approach is the inquiry – based learning process where students

have their self – directed discovery. Here, students pose their own research question and then

conduct inquiries to find the answers. Cooperation or group with other students is emphasized in

this kind of task.

Another significant of constructivism is the adaptability of the theory in any subjects and diverse

contexts. Constructivism recognizes that every learner has their own learning style thus, learner

from diversity of background must have their unique and adaptable education. This sort theory

also recognizes that every student has their own knowledge about something and so it must not

be denied rather it should be acknowledged. It means that prior knowledge is an essential part of

learning because students’ prior knowledge plays major role in the constructivist approach.

The social nature of learning is the emphasis of the constructivism. Acquisition of capabilities

will not be process without the cooperation of the students. The constructivist theories involve to

the social process wherein each and every one has the slight contribution. The constructivist

learning’s are very important because as the individual learns from others, we can easily do it for

as long as we are together. Meaning, in taking constructivist form, we are performing tasks and if

performers are many then task is many.

Examining my practice, constructing a productive classroom environment that produces students

that are more active and spontaneously participating in their own learning and the purposes to

which it’s put. It is through the constructivism that I shape my class’s environment to be more

interactive and student centered. It shifted my role as a teacher from being a disseminator of

knowledge to a facilitator of learning. Thus, I was more able to motivate and inspire during the

teaching learning process.

Encouraging and seeing students are actively participating to their learning process is one of the

main target of a constructivist teacher. With this kind of target, student’s rich experiences are to

be shown by means of applying it to the every day setting. As the teacher selects the

differentiated instructional material, students are responding with diverse ways so that a

constructivist teacher must provide assistance to the students during the teaching and the learning

process.

Application of Constructivism in the Classroom

The learning theory of social constructivism has taken hold in classroom practice, transforming

the traditional lecture into an interactive, student-centered investigation of a subject. This has

proven to be a potent pedagogical tool for many science educators who recognize that students

are more likely to acquire and retain new knowledge if they build and reconstruct it for

themselves. This can be accomplished through a variety of strategies designed to stimulate

exploration, encourage collaboration and capture insights.

One such strategy is Inquiry-Based Learning. In its most extreme form, inquiry-based learning is

characterized by the absence of direct instruction: teachers provide students with an open-ended

and scaffolded question, problem or scenario of the world to explore with no more than a list of
resources to use (Lehrer et al, 2012). Generally speaking, inquiry-based learning entails

instructing students to ask questions, conduct investigations, and use logic and reasoning to

arrive at an answer. For example, in a high school science class, a teacher might have students

attempt to solve a real-world problem (e.g. how does pollution effect local ecosystems?) by first

forming a hypothesis, then designing and performing experiments, and finally writing a lab

report on their findings.

Outcomes of Constructivism in the Classroom

The application of constructivist theory in the classroom yields several positive outcomes:

1. Enhanced Critical Thinking and Problem-Solving Skills: Engaging with complex,

real-world problems helps students develop the ability to analyze information, think

critically, and devise innovative solutions.

2. Improved Collaboration and Communication Skills: Group projects and collaborative

learning activities enhance students' abilities to work effectively with others,

communicate ideas clearly, and appreciate diverse perspectives.

3. Increased Engagement and Motivation: Constructivist activities are often more

engaging and relevant to students' lives, which can increase motivation and interest in

learning.

4. Deeper Understanding of Content: By connecting new information to existing

knowledge and applying concepts in various contexts, students achieve a more profound

and lasting understanding of the subject matter.

 5. Development of Self-Directed Learning Skills: Constructivist approaches encourage

students to take charge of their learning, fostering skills such as goal setting, planning,

self-assessment, and reflection, which are essential for lifelong learning.

6. Adaptability to Diverse Learning Styles: Constructivist teaching recognizes the

uniqueness of each learner, allowing for differentiation and adaptation to various learning

styles and needs.

Summarizing the knowledge, we have so far, it is safe to say that the constructivist model of

education is an important tool capable of transforming education itself. With an emphasis on

learner-centered methods, teachers now have the opportunity to create lessons that are more

meaningful and therefore more effective in delivering knowledge to students. Looking forward,

principles of constructivism in all likelihood will continue to shape education practices, resulting

in a learning climate not only heterogeneous but also dynamic, inclusive of all, and ready to meet

the ever-changing needs of the learner.

Conclusion

This project set out to explore constructivist theory, a bedrock of contemporary educational

psychology that stresses the active role of the learner, who creates and constructs knowledge

through interaction with the environment and thinking about previous experiences. With its

critique of traditional teacher-centered models of education, constructivism argues for the

centrality of the learner in education, where the learner’s previous knowledge and experience and

the contexts and interests of the learner are fundamental to learning.

We examined the central tenets of constructivism, underscored the centrality of active learning

and social constructivism in the construction of knowledge, and demonstrated the centrality of
authentic problem-based experiences in constructivist teaching. Moreover, we presented a tour of

a set of pedagogies that constructivists promote, such as inquiry-based learning, collaborative

projects, and scaffolding. Each set of examples gave evidence of the strengths of constructivist

classrooms, such as a dynamic learning environment that harnesses the student’s current

experience and interests.

The consequences of constructivist teaching are clear. A constructivist classroom teaches

students how to think, not what to think. Students will emerge from a constructivist classroom

knowing how to think and how to learn. Students will be equipped with a tool kit for learning.

They will know how to collaborate, communicate, and cooperate. They will be engaged and

motivated to learn also/about something, if they work in supported learning tasks. Moreover,

students will have organized their existing understandings, so their new knowledge is added to

meaningful existing knowledge.

Implications for Future Teaching Practices

The constructivist theory underscores the necessity of reevaluating traditional teaching

methodologies to better accommodate the diverse needs and capabilities of learners in the 21st

century. Educators are encouraged to transition from the role of knowledge transmitters to

facilitators of learning, where they guide, support, and challenge students to explore, question,

and construct their own understanding.

Future teaching practices must prioritize creating learning environments that value and build

upon students' prior knowledge and experiences. Educators should design curricula that are

flexible, culturally responsive, and relevant to students' lives, incorporating real-world problems

and interdisciplinary projects that prepare students for the complexities of the modern world.
Personal Insights and Recommendations

Reflecting on the constructivist theory and its classroom applications has reinforced my belief in

the power of student-centered learning. Education should be a journey of discovery and growth,

not merely the acquisition of information. As such, I recommend the following for educators

seeking to apply learning theories effectively:

1. Embrace Flexibility: Be prepared to adapt teaching strategies to meet the diverse needs of

your students. Learning is not one-size-fits-all, and what works for one learner may not work

for another.

2. Foster a Collaborative Environment: Encourage students to work together and learn from

one another. Collaboration not only enhances understanding but also builds essential social

and emotional skills.

3. Incorporate Technology Thoughtfully: Use technology as a tool to facilitate active and

collaborative learning, not as an end in itself. Digital resources can provide access to a wealth

of information and opportunities for creative expression.

4. Promote Reflection: Encourage students to reflect on their learning processes and outcomes.

Reflection is key to deepening understanding and fostering metacognitive skills.

5. Support Autonomy: Give students some control over their learning paths. Autonomy

enhances motivation and encourages lifelong learning.

Summarizing the knowledge, we have so far, it is safe to say that the constructivist model of

education is an important tool capable of transforming education itself. With an emphasis on

learner-centered methods, teachers now have the opportunity to create lessons that are more
meaningful and therefore more effective in delivering knowledge to students. Looking forward,

principles of constructivism in all likelihood will continue to shape education practices, resulting

in a learning climate not only heterogeneous but also dynamic, inclusive of all, and ready to meet

the ever-changing needs of the learner.

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