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Weiner (1986)
Attribution Theory-
learning depends on the
interest and intrinsic
motivation, personal goal,
and beliefs.
Social- Cognitive Theory
- behavioral and cognitive.
- stresses the interaction of thinking human with the social environment.
Reciprocal Determinism
- The person, his behavior, and the environment affect each other.
Crain (2005)
- when we acquire a new behavior, learning appears to be cognitive.
- we use our perception, attention, memory, language.
- imitation is guided by cognitive cues and symbols to facilitate correct performance.
Albert Bandura (Social Learning Theory)
- humans are capable of making connections between their behavior and its consequences.
- motivating and self-regulating role of cognition in human behavior.
Modeling
- observation and learning of new behaviors from others.
Observational Learning
- behavioral changes as a result of observing other’s (models) behavior and consequences.
- most important means of changing human behavior.
Benefits of Observation
Provides mental representations that serves as guide before we perform the behavior. We anticipate possible consequences based
on what we have observed.
Provides us with what to do and not to do.
With the use of cognitive representations, we carefully organize things and create mental pictures of ourselves.
We learn from personal and vicarious experiences.
VICARIOUS EXPEREINCES
- those that we do not actually experience, but other people have provided it for us.
SOCIAL CONSTRUCTIVISM
COMPONENTS OF CONSTRUCTIVISM
DISCOVERY LEARNING - Active involvement
- Students are supervised according to the type of help they
need.
INQUIRY LEARNING - Seeking by questioning
COOPERATIVE LEARNING - Promote unity, interdependence, collegiality
- Mixed groupings
- Clear guidelines and goals
- Individual tasks should be delegated
- Specify timeframe
- Assessment that evaluate each member of the group.
INDIVIDUALIZED LEARNING - Meet individual needs
- Provide specific instructions
COMPUTER-AIDED INSTRUCTION - Learning with technology
LEV SEMEONOVICH VYGOSTKY
- Russian Jew - How culture affects the course of one’s development.
- Psychologist - Cognitive development is shaped by sociocultural contexts
- Born 1896 (same year as Piaget) and develops from our own interactions with the members of
- Works became forbidden in the Soviet Union our culture.
- Died of tuberculosis at the age of 38 - Acquiring novel information is facilitated by an adult or a
more knowledgeable person (later termed as Scaffolding by
Bruner)
ZONE OF PROXIMAL DEVELOPMENT (ZPD)
- An area where a child cannot solve a problem alone, but may be able to successfully solve it with appropriate assistance from an adult
or a skilled peer.
JEROME BRUNER
SCAFFOLDING
- The process of learning a new behavior by which a more competent person leads the child to a step-by-step procedure in learning a
new task.
- The assistance is likened to a temporary scaffold that comes down when construction is finished (Crain, 2005).
SITUATED LEARNING THEORY
- Cognition Theory
- Situated cognition
- Focus on problem-solving skills
Santrock (2004)
- Learning is embedded or in connected to the context in which knowledge and skills are developed.
- Students are given learning task in realistic content.
JEAN LAVE
COMMUNITIES OF PRACTICE
SNOWMAN & BEIHLER (2006)
1. Learning is made meaningful when it is anchored on realistic context.
2.