You know from your own experience as a student of science that theory is an important aspect of science. Scientists try to unravel and explain the nature of the physical and biological world by developing theories to explain and predict events and phenomena. I think you will agree that two scientists can look at the same set of data and give quite different explanations. Educators and psychologists attempt to explain the nature of student learning just as scientists attempt to explain the nature of the atom, earthquakes, biological change, and so on. And just as there are competing, alternative theories in science, there are alternative theories to explain student learning.
What help can theory and associated research be to the beginning science teacher? Aren't theories too impractical for the real-world of the everyday secondary science classroom? Perhaps. However, in this book an attempt will be made to show the value of being theoretically oriented and at the same time holding on to a firm practical base. Many science teachers value the work being done by science education researchers. In fact, the National Science Teachers Association (NSTA) has published a multi-volume series entitled What Research Says To The Science Teacher. These volumes describe the results of research on different topics, and demonstrate practical applications that can be drawn from this work. Various journals, especially Science Scope (for middle school/junior high science teachers) and The Science Teacher (for secondary science teachers) include articles on science teaching that demonstrate the practical application of theory and research. And you will find a column in some of the Science Teacher Gazette's entitled: Research Matters...to the Science Teacher. This column is based on brief reviews of research published by the National Association for Research in Science Teaching.
Let's examine the notion of theory, and then explore theories of human learning.
The word theory is derived from the Greek word theoria, which means vision. A theory of learning is a vision that a psychologist has to explain the complexity of human learning. Theories must be logical and consistent with past observations. They should also predict behavior. Theories that predict behavior and are supported by experimental tests tend to gain credibility. The four theories that we will explore, behavioral learning theory, developmental learning theory, cognitive learning theory and social learning theory are supported to varying degrees in the literature. As with any theory, learning theories are models of how psychologists think students learn, and they have their limitations, in terms of their ability to explain and predict behavior.
Figure 2.2 outlines some of the main elements of each of the theories in terms of:
1. How learning is defined.2. The nature of the learner.
3. The conditions of learning
Study the chart before you continue, noting the similarities and differences among these three clusters of learning theories. Refer to the chart as you continue with this chapter.
Learning
Theory Definition
of Learning Nature
of Learner Conditions
of Learning Behaviorism Examples: Operant
Conditioning (Skinner) Changes in the overt
behavior of the learner as a result of experience.
The mind of the
student is a black box. Focus is on the interaction between
the environment and behavior. Learning is enhanced
through operant conditioning as a result of
reinforcement. Cognitive
Theories Examples: Developmental
(Piaget) Conceptual-Change Changes in the
mental structures that contain information and procedures
for operating on that information. Learner constructs
knowledge and is actively seeking meaning. Interacting with the
physical world is crucial. What the learner brings to the
learning environment and developmental differences in
reasoning effect science learning. Social
Learning Theories Example: Cooperative
Learning They include changes
in school achievement as well as overt behaviors, but pay
attention to changes in student attitudes and motivation.
Learner is a product
of social environment and an active participant in it.
Emphasis on learner's inner states such as attitude and
motivation that effect learners choice Learning occurs as a
result of social interactions in formal (school) and
informal (family) settings.