PRINCIPLES AND

THEORIES IN
LEARNING SCIENCE
 PRINCIPLES OF LEARNING
A. Readiness
- degree of willingness and
eagerness of an individual to learn
something new
 PRINCIPLES OF LEARNING
B. Exercise
- states that those things that are
most of them repeated are the ones
that are best remembered.
 PRINCIPLES OF LEARNING
C. Effect
- learning is strengthened when
accompanied by a pleasant or
satisfying feeling
 PRINCIPLES OF LEARNING
D. Primacy
- state of being first.
E. Recency
- states that things most recently
learned are best remembered
 PRINCIPLES OF LEARNING
F. Intensity
- states that things most recently learned
are best remembered
G. Freedom
- states that things freely learned are best
learned
1. BEHAVIORISM
➢J B Watson (1913), Edward Thorndike
(1898), Ivan Pavlov (1849-1936), and
B F Skinner (1953),
1. BEHAVIORISM
➢ Also known as behavioral psychology
➢ a theory of learning based on the idea that all
behaviors are acquired through conditioning,
and conditioning occurs through interaction
with the environment.
2. COGNITIVISM
➢ A learning theory that focuses on how
information is received, organized, stored and
retrieved by the mind.
➢ It uses the mind as an information processer
like a computer.
2. COGNITIVISM
➢ Willhelm Wundt (1879) believed in the
development of introspection as a means for
studying the mind (Cognitivism)
➢ Jean Piaget theorized that there are four stages
of cognitive development
Four Stages of Cognitive Development:
➢Sensorimotor stage: birth to 2 years
➢Preoperational stage: ages 2 to 7
➢Concrete operational stage: ages 7 to 11
➢Formal operational stage: ages 12 and up
Piaget believed that children take an active role in
the learning process, acting much like little
scientists as they perform experiments, make
observations, and learn about the world. As kids
interact with the world around them, they
continually add new knowledge, build upon existing
knowledge, and adapt previously held ideas to
accommodate new information.
➢ Vgotsky believed that learning was passed down
from generation to generation and that it was a
result of guided social interactions which
children worked with their peers and a mentor
to solve problems.
➢ He came up with the Zone of Proximal
Development.
3. CONSTRUCTIVISM
- is the theory that says learners construct
knowledge rather than just passively take in
information.
Constructivism believes that knowledge is
constructed through one’s own personal
experiences and interactions with the outside
world. Thus, the learners take up an active role in
the construction of knowledge, and teachers
facilitate this endeavor.
Knowledge is constructed, rather than
innate or passively absorbed.
4. CONNECTIVISM
➢ Connectivism is a theoretical framework for
understanding learning in a digital age.
➢ Instroduced in 2005 by the two theorists:
➢ George Siemens
➢ Stephen Downes
4. CONNECTIVISM
➢ learning is more than our own internal
construction of knowledge.
➢ From this theory, two terms—nodes and
links—have been commonly used to describe
how we gain and connect the information in a
network.
4. CONNECTIVISM
➢ Is based on the theory that we learn when we
make connections, or “links,” between various
"nodes" of information, and we continue to
make and maintain connections to form
knowledge.
o Learning and knowledge rest in the diversity of
opinions.
o Learning is a process of connecting.
o Learning may reside in non-human appliances.
o Learning is more critical than knowing.
o Nurturing and maintaining connections are needed
for continual learning.
o The ability to see connections between fields,
ideas, and concepts is a core skill.
o Accurate, up-to-date knowledge is the aim of all
connectivist learning.
o Decision-making is a learning process. What we
know today might change tomorrow. While there’s
a right answer now, it might be wrong tomorrow
due to the constantly changing information
climate.
Oyarzun, B. & Sheri Conklin (2020). Learning Theories. In J. K.
McDonald & R. E. West, Design for Learning: Principles,
Processes, and Praxis. EdTech Books. Retrieved from
https://edtechbooks.org/id/learning_theories
Agarkar, S. C. (2019). Influence of learning theories on science
education. Resonance, 24(8), 847-859.
https://www.wgu.edu/blog/five-educational-learning-
theories2005.html#close
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