Module 7: Behaviorism
Behaviorism is all about studying what we do, not what we think. Pavlov showed how we learn by associating
things (like a bell with food), while Thorndike explained learning through trial and error, with rewards making us
repeat actions. Watson applied this to humans, showing how fear can be learned, while Skinner focused on how
rewards and punishments shape our actions, showing that how often we get rewarded also matters. All these
scientists helped us understand how our environment shapes our behavior.
Module 8 Neo Behaviorism
Tolman and Bandura opposed classical behaviorism, claiming that learning is more than just stimulus and response.
Tolman's purposive behaviorism emphasized that learning involves goals and understanding the environment (like rats
creating mental maps of a maze). He showed that learning can happen even without immediate rewards. Bandura's social
learning theory highlights how we learn by observing others (modeling), imitating them, and considering the
consequences of their actions. He stressed the importance of attention, memory, and motivation in learning, and showed
how our actions, our environment, and our own thoughts all influence each other. Both theories emphasize the role of
internal mental processes in learning, bridging the gap between behaviorism and cognitive psychology.
Module 9: Gestalt Psychology
Gestalt psychology emphasizes that we perceive things as whole forms, not just individual parts. Unlike behaviorism's
focus on observable actions or structuralism's breaking down of experiences, Gestalt psychologists like Wertheimer,
Köhler, and Koffka studied how we organize our perceptions using principles like proximity (grouping nearby objects),
closure (filling in gaps), good continuation (seeing smooth lines), and figure-ground (distinguishing objects from their
backgrounds). These principles show how our brains actively interpret sensory information to create meaningful
experiences.s
Module 10: Information Processing
Information processing theory explains how we learn by comparing it to a computer. Information enters through our
senses, then goes through our sensory register (briefly holding sensory information), short-term memory (holding a small
amount of information for a short time), and finally long-term memory (storing information permanently). Encoding
(processing information), storage (saving it), and retrieval (accessing it) are key processes. Forgetting happens because
information fades or is blocked by other information.
Module 11: Gagne's Conditions of Learning
Gagne's theory focuses on how different types of learning need different teaching methods. He identified nine events of
instruction: gaining attention, stating objectives, recalling prior learning, presenting stimuli, providing guidance, eliciting
performance, giving feedback, assessing performance, and enhancing retention. These events help create effective
instruction by matching teaching methods to the type of learning (like verbal information, intellectual skills, or attitudes).
Module 12: Ausubel's Meaningful Verbal Learning/Subsumption Theory
Ausubel's theory emphasizes connecting new information to what we already know. Meaningful learning occurs through
subsumption—linking new ideas to existing knowledge. This can happen through derivative subsumption (connecting to
existing concepts), correlative subsumption (linking to higher-order concepts), superordinate learning (creating
overarching concepts), and combinatorial learning (linking ideas across different areas). Advance organizers (like
overviews or stories) help prepare us for new information.
Module 13: Bruner’s Constructivist Theory
Jerome Bruner believed learning is an active process where students build new ideas based on what they already know.
He described three ways we learn: first, through actions and their results (like a baby learning to grab a toy); second,
using images and models (like understanding a concept from a picture); and third, using abstract symbols like language
and math (like solving an algebra problem). Bruner also advocated for a "spiral curriculum," where the same topics are
revisited at increasing levels of complexity as students grow, building on prior knowledge.
Module 14: Constructivism: Knowledge Construction/Concept Learning
There are two main types of constructivism. Individual constructivism (like Piaget's theory) focuses on how individuals
build knowledge through their own exploration and discovery. Social constructivism (like Vygotsky's theory) emphasizes
the role of social interaction in learning. It suggests that knowledge is built through collaboration and sharing ideas with
others, refining understanding through discussion and teamwork. Both approaches highlight active learning and the
importance of prior knowledge, but they differ in their emphasis on individual versus social processes.
Module 15: Transfer of Learning
Transfer of learning refers to how what we learn in one situation affects our learning in another. Positive transfer helps us
learn new things more easily, while negative transfer hinders learning. Near transfer applies to similar situations, while far
transfer applies to very different situations. Understanding these types of transfer helps us design effective instruction and
learning experiences.
Module 16: Revised Bloom's Taxonomy of Educational Objectives
Bloom's taxonomy categorizes learning objectives into different levels of complexity, from remembering basic facts
(remembering) to evaluating information critically (evaluating). The revised taxonomy clarifies and updates these levels,
helping educators plan instruction and assessment that promote higher-order thinking skills.
Module 17: Sternberg's Successful Intelligence Theory and WICS Model
Sternberg's theory defines successful intelligence as the ability to achieve success in life based on one's own definition of
success. It involves four key skills: memory, analytical, creative, and practical skills. His WICS model expands this to
include wisdom, emphasizing the importance of ethical considerations and balancing personal needs with the needs of
others and the environment
Module 18: Problem Solving and Creativity
Torrance's framework for creative thinking emphasizes fluency (generating many ideas), flexibility (considering diverse
perspectives), elaboration (adding details), and originality (creating unique ideas). Creative problem-solving (CPS) uses a
six-stage process: mess finding, data finding, problem finding, idea finding, solution finding, and acceptance finding, to
generate creative solutions to problems.