1

Behaviorism in a K-12 Setting

Reham Alkhateeb, Ana Alfaro-Garcia, Alexis Bollin, and Sandra Rogel

Dr. Sarah Evanick and Dr. Laura Otero

California State University Monterey Bay

School of Computing and Design

September 17, 2023

 2

Behaviorism in a K-12 Setting

To: EdTech Magazine: Focus on K-12

Introduction
Behaviorism alone does not contribute to an effective learning environment because of the
development of other learning theories that have developed over the years. We have come to
understand that learners benefit from learning environments that combine both behaviorism and
cognitivism. The old style of education is modeled after B.F. Skinner considers feedback as
reinforcement of desired behavior.
Background
The learners of today, pre and post-pandemic, are exposed to technology in the classroom more
than they ever had. Because of this, the learners will no longer benefit from the old styles of
learning. As mentioned, the old passive way of learning was boring for students (Reiser &
Dempsey, 2018, p. 54). Teachers are now having to adapt not only in the classroom but at home
with extracurricular activities such as homework. Now more than ever, teachers have to adopt
multiple learning theories such as behaviorism and cognitivism for the teacher to provide an
enhanced learning environment.
With this new approach of using behaviorism and cognitivism learning theories, the teacher still
can lead the instruction but they are able to employ new learning techniques that encourage the
learner to continue learning new concepts. In behavioral learning theories, the role of the
instructor dominates the learning setting. This method is centered on the teacher, with the learner
using a blank slate approach through repetition. The student will always be the receiver of the
information (Reiser & Dempsey, 2018, p. 50). In this approach, an instructor will provide
positive and or negative reinforcement in response to the stimulus. If no change in behavior is
observed, the teacher is led to believe that the intervention was not effective (Reiser & Dempsey,
2018, p. 53).
Whereas cognitive information processing theories allow the learner to have an active role in
their learning with the instructor having control with more observations taking place.
Feedback in cognitive learning theories serves two functions: providing the learner with
knowledge on how to correct responses and allowing the learner to use the information to modify
future performance.
 3

Behaviorism and Cognitivism in The Classroom

Today’s K-12 learners have unique learning styles and motivations. Because of this, teachers
have to adapt and employ multiple learning strategies that not only engage students but
encourage self-motivation. We should understand the major elements of human motivation and
employ a design process that assesses diagnosing learners' motivational requirements and
prescribing appropriate techniques (Reiser & Dempsey, 2018, p. 80). This is why the use of
cognitivism in addition to behaviorism takes into consideration the zone of proximal
development and the environment supports the learning experience. As technology continues to
push the bond of the classroom structure, teachers can transmit typical information to the new e-
learning experience.
Study shows us that behaviorism alone can be detrimental to a learner’s experience because this
approach utilizes immediate feedback. The feedback, whether negative or positive, hinders the
learner's motivation to continue learning. Behaviorism uses a summative evaluation approach to
evaluate the learner, however, this does not provide a teacher with the true learner outcome.
Cognitivism uses formative evaluation through the learning process. The teacher is able to
conduct a pre-assessment to determine where the learner is at in a particular concept and then can
employ multiple teaching strategies. These teaching strategies consist of input such as learning
materials, information process, and the learning outcome. This approach uses a formative
evaluation which allows the teacher to assess learning throughout the learning process.
It is important to note that cognitivism uses behaviorist ideologies when it comes to information
retrieval and reinforcement of learning and provides practice. This is why it is so important for
teachers to employ multiple learning theories in the classroom and through extracurricular
activities.
Conclusion
The primary benefit of constructivism is its closer match to how people really learn. It changes
the idea of teaching and the role of the teacher from the stage to the guide on the ride (Reiser &
Dempsey, 2018, p. 50).
 4

References

Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and

Technology (4th ed.). Pearson.