s

Prakash Institute of Physiotherapy and Allied Medical Sciences (PIPRAMS)

ASSIGNMENT ON
Teaching Learning Theories

Course Title: MSC Nursing (OBG) Assignment Code: A2 ID NO:

Subject: NURSING EDUCATION

Submitted To:
Ms. Neha Mam
Associate Professor
Department Of Nursing

Submitted By:
Maya Verma
Dept. of MSC Nursing 1ST YEAR
Date of Submission:

Student’s Signature

Marks: …………………………………… Signature of Authorized

Introduction
It is an accepted fact that teachers are usually not born but made. Good teachers
nurture their knowledge and skills through constant and deliberate efforts. One of the
prerequisite to be good teacher is to understand the teaching learning process in more
depth. This facilitates better appreciation of the teaching profession as well as the
process of imparting education. This paper is intended to give an insight into the
concept of teaching and learning for teachers who intend to excel in their teaching
career.

Concept of Learning
Learning is about a change: the change brought about by developing a new skill,
understanding a scientific law, changing an attitude. The change is not merely incidental
or natural in the way that our appearance changes as we get older. Learning is a
relatively permanent change, usually brought about intentionally. When we attend a
course, search through a book, or read a discussion paper, we set out to learn!
Other learning can take place without planning, for example by experience. Generally with all learning
there is an element within us of wishing to remember and understand
why something happens and to do it better next time

Main Learning Theories

Behaviourism

Behaviourism is based on the idea that knowledge is independent and on the

exterior of the learner. In a behaviourist’s mind, the learner is a blank slate
that should be provided with the information to be learnt.Through this
interaction, new associations are made and thus leaning occurs. Learning is
achieved when the provided stimulus changes behaviour.

A non-educational example of this is the work done by Pavlov.Through his

famous “salivating dog” experiment, Pavlov showed that a stimulus (in this
case ringing a bell every time he fed the dog) caused the dog to eventually
start salivating when he heard a bell ring.The dog associated the bell ring
with being provided with food so any time a bell was rung the dog started
salivating, it had learnt that the noise was a precursor to being fed.

use a similar approach to classroom management.If a teacher have taught

his students that if he stand in a specific place in the classroom with his
arms folded, they know that he is getting frustrated with the level of noise
and they start to quieten down or if he sit cross-legged on my desk, I’m
about to say something important, supportive and they should listen
because it affects them directly.

Behaviourism involves repeated actions, verbal reinforcement and incentives

to take part. It is great for establishing rules, especially for behaviour
management.

Cognitivism.
In contrast to behaviourism, cognitivism focuses on the idea that students
process information they receive rather than just responding to a stimulus,
as with behaviourism.There is still a behaviour change evident, but this is in
response to thinking and processing information.Cognitive theories were
developed in the early 1900s in Germany from Gestalt
psychology byWolfgangKohler.InEnglish,Gestalt roughly translates to they
orgniisation of something as a whole, that is viewed as more than the sum
of its individual parts.

In cognitivism theory, learning occurs when the student reorganises

information, either by finding new explanations or adapting old ones.This is
viewed as a change in knowledge and is stored in the memory rather than
just being viewed as a change in behaviour. Cognitive learning theories are
mainly attributed to Jean Piaget (see below).

Examples of how teachers can include cognitivism in their classroom include

linking concepts together, linking concepts to real-world examples,
discussions and problem-solving.

Constructivism.
Constructivism is based on the premise that we construct learning
new ideas based on our own prior knowledge and experiences.
Learning, therefore, is unique to the individual learner. Students
adapt their models of understanding either by reflecting on prior
theories or resolving misconceptions.Students need to have a prior
base of knowledge for constructivist approaches to be effective.
Bruner’s spiral curriculum (see below) is a great example of
constructivism in action.As students are constructing their own
knowledge base, outcomes cannot always be anticipated, therefore,
the teacher should check and challenge misconceptions that may
have arisen. When consistent outcomes are required, a
constructivist approach may not be the ideal theory to use.

Examples of constructivism in the classroom include problem-

basedlearning, research projects and group collaborations.

Experimental
One of the key theorists of experiential learning is David Kolb who developed
his experiential model, as opposed to a purer cognitive which formally
recognised that people learn from experience and described learning as
following a cycle of experiential stages.

The Behaviorists - (behaviorism:

Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human Mind)
The Behaviorists - (behaviorism:
Stimulus – Response)
 The Neo-Behaviorists (Neo-
behaviorism: Human M
Learning Mode
 physical role-play, children have been observed to use real objects to create
imaginary situations in which they role-played and formulated rules that surfaced
naturally during their play [4](Berk, 1995). In the same way, simulations allow for
the simplification of systems: they describe manageable chunks of behaviour that
learners can absorb.  The structure and simplification of environments gives users
the chance to parse information more effectively.

Social and Contextual

In the Social and Contextual approach, learning does not occur solely within
the learner, but in the group and community in which they work. Learning is
a shared process which takes place through observing, working together and
being part of a larger group, which includes colleagues of varying levels of
experience, able to stimulate each other's development.
In the Social and Contextual approach, learning does not occur solely within the
learner, but in the group and community in which they work.  Learning is a shared
process which takes place through observing, working together and being part of a
larger group, which includes colleagues of varying levels of experience, able to
stimulate each other’s development.  In this view, rather like cognitivism,
individuals only learn from more competent others but the emphasis is now on
being part of a larger system.  Crucially, this system includes the learner, other
people around them, the equipment they use, the technologies they work with,
the procedures they work with and the overall culture of the workplace.
 Summary

The study of human learning focuses on how individuals acquire and modify their
knowledge, skills, strategies, beliefs, and behaviors. Learning represents an enduring
change in behavior or in the capacity to behave in a given fashion, which results from
practice or other experiences. This definition excludes temporary changes in behavior
due to illness, fatigue, or drugs, as well as behaviors reflecting genetic and
maturational factors, although many of the latter require responsive environments to
manifest themselves. The scientific study of learning had its beginnings in writings of
such early philosophers as Plato and Aristotle. Two prominent positions on how
knowledge is acquired are rationalism and empiricism. The psychological study of
learning began late in the nineteenth century. Structuralism and functionalism were
active schools of thought at the beginning of the twentieth century with such
proponents as Titchener, Dewey, and James, but these positions suffered from
problems that limited widespread applicability to psychology.

Conclusion

. Theories provide frameworks for making sense of environmental observations.

Theories serve as bridges between research and educational practices and as tools to
organize and translate research findings into recommendations for educational
practice. Types of research include correlational, experimental, and qualitative.
Research may be conducted in laboratories or in field settings. Common ways to
assess learning include direct observations, written and oral responses, ratings by
others, and self-reports.
 Bibliography

Aggarwal, D. (2007). Curriculum development: Concept, Methods and Techniques.

New Delhi: Book Enclave. Aggarwal, J.C. (1990). Curriculum Reform in India- World
overviews, Doaba World Education Series-3. Delhi: Doaba House.

Arora, G.L. (1984). Reflections on Curriculum. NCERT.