Psychology Perspectives on Learning

Psychology Perspectives on Learning
Tony Byrom

There are four psychological perspectives on learning, Behaviorist Perspective, Cognitivist Perspective, Constructivist Perspective and Social Psychological Perspective. All of these perspectives have something to offer the classroom. As teachers we need to choose which one is appropriate for the learning situation. “We use what works.” (Constructivist perspective, 2002). As a beginning teacher I have been moving back and forth between each of the perspectives to figure out how each of them works.

Behaviorist Perspective
The behaviorist perspective relies on the use of observable behaviors. B.F. Skinner studied observable behaviors in pigeons. By using reinforcement he could encourage certain behaviors. This eventually led to programmed instruction and computer-assisted instruction. I have had students respond well to small reinforcements. One of the reasons that kids love video games so much is that they are constantly giving small rewards and giving constant assessment in the form of a score. I have noticed that students will be more focused on learning how to do something in my class when they want to keep the project that they are making. I call this intrinsic motivation. If I have the students make something that they don’t want to keep discipline problems increase and I find that many have thrown the project away or just leave it behind in the classroom.

Cognitivist Prospective
The cognitivist perspective looks at how learners use mental processes. Jean Piaget (1977) looked at how people think and solve problems. This perspective explains how the short term memory is used to store new information. Rehearsal is then needed in order to move that information to long term memory. I use this approach when I am teaching students how to use a new computer program. First, I show them how to use the program and then quickly have them try it in order to help them retain the information. I then give them projects to do on their own in which they can figure out the most effective way to apply what they have learned.

Constructivist Prospective
The constructivist prospective is where I spend a lot of time in my classroom. Most of my assignments are hands on and the students learn by doing. The focus of this Perspective is to make learning engaging and meaningful. Give the students problems to solve in order to let them discover knowledge. A good example of this prospective in my classroom is when I let the students take apart small electronic toys in order to let them see how they work and identify simple machines. I have seen young students figure out how to use electronics just by using it instead of reading word for word the instruction book.

Social-Psychological Perspective
The social-psychological perspective looks at how the class is structured. Robert Slavin (1990) recommends having small groups working in cooperation and allowing the students to feel like they have some control over the instruction. Students need to learn how to work with peers in a non threatening atmosphere. In many cases a peer can explain something in more relevant terms than the teacher can. The feelings of belonging and of control let the student become comfortable so that learning can take place. I have an engineering class in which the students get into groups of three. They work together to build mechanisms with lego-like components to solve problems. I allow the activity to be group paced. If one group finishes before another they can move ahead to the next problem.

References:
Smaldino, S., Lowther, D., & Russell, J. (2008). Instructional technology and media for learning. Columbus, OH: Pearson Merrill Prentice Hall.