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Educational Learning Theories: 2Nd Edition Molly Zhou Dalton State College, Mzhou@Daltonstate.Edu GALILEO, University System of Georgia GALILEO Open Learning Materials Education Open Textbooks Education Spring 2015 Educational Learning Theories: 2nd Edition Molly Zhou Dalton State College, [email protected] David Brown Dalton State College, [email protected] Follow this and additional works at: https://oer.galileo.usg.edu/education-textbooks Part of the Educational Psychology Commons Recommended Citation Zhou, Molly and Brown, David, "Educational Learning Theories: 2nd Edition" (2015). Education Open Textbooks. 1. https://oer.galileo.usg.edu/education-textbooks/1 This Open Textbook is brought to you for free and open access by the Education at GALILEO Open Learning Materials. It has been accepted for inclusion in Education Open Textbooks by an authorized administrator of GALILEO Open Learning Materials. For more information, please contact [email protected]. Educational Learning Theories Molly Y. Zhou David Brown 2 Educational Learning Theories edited by Molly Y. Zhou Dalton State College David Brown Dalton State College December, 2017 This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA). Cite the book: Zhou, M., & Brown, D. (Eds.). (2017). Educational learning theories. Retrieved from [link] 3 Permission to Use Acknowledgements Grateful acknowledgement is made to the following sources for Permission to Use by Creative Commons licenses or authors or proper copy right holders: Chapter 1 Behaviorism New World Encyclopedia. (2016, May 26). Behaviorism. Retrieved from http://web.newworldencyclopedia.org/entry/Behaviorism Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieve from http://epltt.coe.uga.edu/index.php?title=Behaviorism Chapter 2 Stages of Cognitive Development Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's stages of cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Piaget%27s_Stages Chapter 3 Social Cognitive Theory Kelland, M. (n.d.). Social learning theory and personality development. Retrieve from https://cnx.org/contents/oiev6HcT@1/Social-Learning-Theory-and- Per Social cognitive theory. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Social_cognitive_theory Social learning theory. (2017, June 14). Retrieved from http://hlwiki.slais.ubc.ca/index.php/Social_learning_theory Social-cognitive perspectives on personality. (n.d.). Retrieved from https://courses.lumenlearning.com/boundless-psychology/chapter/social-cognitive- perspectives-on-personality/ Chapter 4 Sociocultural Theory Alpay, E. (n.d.). The contribution of Vygotsky’s theory to our understanding of the relation between the social world and cognitive development. Retrieved from https://www.surrey.ac.uk/iceepad McLeod, S. A. (2014). Lev Vygotsky. Retrieved from www.simplypsychology.org/vygotsky.html Lev Vygotsky. (2017, June 2). Retrieved from http://hlwiki.slais.ubc.ca/index.php/Lev_Vygotsky#Criticism Chapter 5 Theory of Moral Development Absolute astronomy. (n.d.). Kohlberg’s stages of moral development. Retrieved from http://www.absoluteastronomy.com/topics/Kohlberg%27s_stages_of_moral_development Huitt, W. (2004). Moral and character development. Educational Psychology Interactive. Valdosta, GA. Retrieved from http://www.edpsycinteractive.org/morchr/morchr.html Kline, J. T. (2017). Morality, cheating, and the purpose of public education. Retrieved from http://preserve.lehigh.edu/cgi/viewcontent.cgi?article=3663&context=etd Nucci, L. P. (2009). Nice is not enough: Facilitating moral development. Upper Saddle River, NJ: Merrill/Prentice Hall. Chapter 6 Experiential Learning Theory Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Experiential_Learning Chapter 7 Bioecological Model of Human Development Integrated ecological systems and framework. (n.d.). Retrieved from https://sites.google.com/site/humandevelopmentlearning/integrated-framework Lundberg, M., & Alice Wuermli, A. (Eds.). (2012). Children and youth in crisis: Protecting and promoting human development in times of economic shocks. Washington, D.C.: World Bank. doi: 10.1596/978-0-8213-9547-9. Retrieved from https://openknowledge.worldbank.org/bitstream/handle/10986/9374/702600PUB0EPI0067902B09780821395479.pdf?sequence=1 Chapter 8 Psychosocial Theory of Identity Development Erikson's stages of psychosocial development. (2017, October 8). Retrieved from https://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development Erik Erikson. (n.d.). Retrieved from https://erikerikson.wikispaces.com/Classroom+Examples Chapter 9 Theory of Multiple Intelligences Criticism to MI theory. Retrieved from https://appsychtextbk.wikispaces.com/Criticism+to+MI+Theory Giles, E., Pitre, S., & Womack, S. (2003). Multiple intelligences and learning styles. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Multiple_Intelligences_and_Learning_Styles Chapter 10 Bloom’s Taxonomy Bloom's taxonomy. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Bloom%27s_taxonomy#Criticism_of_the_taxonomy Clark, D. R. (2015, January 12). Bloom’s taxonomy of learning domains. Retrieved from http://nwlink.com/~donclark/hrd/bloom.html#three_domains Clark, D. R. (2015, January 12). Bloom’s taxonomy of learning domains. Retrieved from http://nwlink.com/~donclark/hrd/bloom.html#three_domains Clark, D. R. (2015a, January 12). Bloom’s Taxonomy: The original cognitive domain. Retrieved from http://nwlink.com/~donclark/hrd/Bloom/original_cognitive_version.html Clark, D. R. (2015b, January 12). Bloom’s taxonomy: The psychomotor domain. Retrieved from http://nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html Clark, D. R. (2015c, January 12). Bloom’s taxonomy: The affective domain. Retrieved from http://nwlink.com/~donclark/hrd/Bloom/affective_domain.html Clark, D. R. (2015d, January 12). Learning strategies or instructional strategies. Retrieved from http://nwlink.com/~donclark/hrd/strategy.html Chapter 11 Theory of Human Motivation Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396. Retrieved from http://psychclassics.yorku.ca/Maslow/motivation.htm#f1 McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved from www.simplypsychology.org/maslow.html Chapter 12 Information Processing Theory Baker, A. (2016, June 22). Informational processing theory for the classroom. (n.d.). Retrieved from https://www.oercommons.org/authoring/14326- informational-processing-theory-for-the-classroom/view 4 Information processing theory. (n.d.). Retrieved from https://psysc613.wikispaces.com/Information+Processing+Theory Leonard, M. (n.d.). Information processing theory. Retrieved from https://theoriesincareertech.wikispaces.com/Information+Processing+Theory Orey, M. (2001). Information processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Information_processing A “big thank you” to EDUC 2130 Teaching and Learning class students who provided feedback on the textbook development and gave permission to use their artwork for this book. 5 Table of Contents CHAPTER 01 Behaviorism …….……………………………….……………………………….………….……….…..6-12 CHAPTER 02 Stages of Cognitive Development ……………….…….………….………………….….…...13-18 CHAPTER 03 Social Cognitive Theory ……..……….…………………………………………………………....19-31 CHAPTER 04 Sociocultural Theory ………….………………………………………………………………….....32-38 CHAPTER 05 Theory of Moral Development……….……………….……………………………..…..…....39-51 CHAPTER 06 Experiential Learning Theory……………………………….………………………………..…..52-59 CHAPTER 07 Bioecological Model of Human Development……………………………………….……60-68 CHAPTER 08 Psychosocial Theory of Identity Development………………..….…………..….…...69-78 CHAPTER 09 Theory of Multiple Intelligences……………………………….……………...………………..79-88 CHAPTER 10 Bloom’s Taxonomy ……………………….…………………………………………………….…..89-102 CHAPTER 11 Theory of Human Motivation….............…………………………………………….…...103-116 CHAPTER 12 Information Processing Theory…………………….…………………………….………....117-127 6 CHAPTER 1 Behaviorism INTRODUCTION Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are the two principal originators of behaviorist approaches to learning. Watson believed that human behavior resulted from specific stimuli that elicited certain responses. Watson's basic premise was that conclusions about human development should be based on observation of overt behavior rather than speculation about subconscious motives or latent cognitive processes (Shaffer, 2000). Watson's view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was well known for his research on a learning process called classical conditioning. Classical conditioning refers to learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally produces a behavior. Skinner believed that that seemingly spontaneous action is regulated through rewards and punishment. Skinner believed
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