ASSIGNMENT SUBMISSION SHEET Assignment Title: FORUM 10% Course Code: ESEB3293 Course Title: PSYCHOLOGY OF LEARNING Lecturer Name: NATALIE AMANDA WILLIAM Students’ declaration: We certify that the work submitted for this assignment is our own and research sources are fully acknowledged. We will be responsible if this assignment is found plagiarized and will therefore bear the consequences. Student Name Matric. Number FAZERA KAMIUS MS230923268
1 NAME: FAZERA KAMIUS MATRIC NO: MS230923268 Part 1 Introduction We can utilise a variety of learning theories when we are learning. These ideas offer advantages that are advantageous to us, but they also have drawbacks. Certain theories need to have flaws that can be compared to those of other theories, but they can also help us realise how different learning theories are from one another. 1.1 Theoretical Analysis 1.1.1 Behaviourism Behaviourism is a psychologist theory of learning promoted by Burrhus Skinner or known as B.F Skinner. Behaviourism is a psychological viewpoint that places more emphasis on the study and analysis of observable behaviours than it does on the mental processes that are not visible, such thoughts and emotions. B.F Skinner also believe that positive or negative consequences from engaging in a behaviour determine whether it is considered good or bad. There are several key principles of Skinner’s behaviourism. One of them is “Skinner box” which also known as operant conditioning. The "Skinner box" is typically used in animal experiments, usually with rats to watch and regulate the subjects' behaviour. In conclusion, many studies have employed skinner boxes to learn more about how humans and animals learn from and adapt to their surroundings. 1.1.2 Sociocultural Theory Sociocultural theory is developed from the work of Vygotsky. Sociocultural theory is concerned with the cognitive development of children and places particular emphasis on the integration of social, cultural, and biological factors. It holds that sociocultural contexts are crucial to human cognitive development. Vygotsky strongly believed that community plays a central role in the process of “making meaning”. Cognitive development is a socially mediated process in which children acquire cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. In summary, this theory highlights the value of scaffolding, collaborative learning, and culturally sensitive teaching strategies, and it has practical consequences for educational practises.
2 1.2 Strength and Weaknesses of Behaviorism and Sociocultural Theory 1.2.1 Strength and weaknesses of Behaviorism The strength of behaviorism is when observable conduct is the major focus of research and practise, it is easier to evaluate and manage various behavioral challenges consistently since subjectivity and personal bias are reduced. However it also has a weakness which a few critics contend that while behaviorism might be more successful in modifying behavior temporarily, it might not always result in significant, long-lasting changes in people's lives. All things considered, behaviorism has advantages when it comes to empirical methods and useful applications in behaviour modification, but it also has disadvantages when it comes to long-term behaviour maintenance. 1.2.2 Strength and Weaknesses of Sociocultural Theory Sociocultural theory has its own strength and weaknesses and it is vary depending on how the theory is been applied. The strength of sociocultural theory is social interaction has a critical part in human development and learning, according to sociocultural theory. It acknowledges that social interactions are a crucial component of learning and that people pick up knowledge and abilities from these encounters. However, some of the critics argue that it does not adequately account for individual variances and variations in cognitive development. It may ignore an individual's distinctive qualities or abilities in favor of a greater emphasis on the social setting. In conclusion, the environment in which it is utilised and how well it is incorporated with other psychological viewpoints determine its usefulness and applicability.
3 1.3 Limitation or critism 1.3.1 Limitation or Critism of Behavioral and Sociocultural Theory Many critics argue that behaviorism is a one-dimensional approach to understanding human behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts and feelings. When it comes to understanding conduct and learning, behaviourism is frequently shallow or superficial. Meanwhile, sociocultural theory of development suggests psychological tools and semiotic signs that individuals use to mediate development reflect their social origins and cultural identities. One might argue, for instance, that the psychological mechanisms and sign systems that manage relationships such as the way a person writes music or touches another person reflect particular and distinctive cultural values and the ethos of a community, society, or set of people. As a result, these two theories have limitations and objections because they each have their own definitions. Part 2 As a teacher, I will use behaviourism theory and apply it to my students because behaviorism emphasize that learning occurs when an individual responds favorably to same of external stimuli. According to behaviourism, learning outcomes must be specific, measurable, and centred around observable behaviours. This simplifies the crucial task of setting precise learning objectives and determining whether those objectives have been reached in the context of education. The concepts of reinforcement and punishment found in behaviourism can be useful in influencing and changing the conduct of students. To sum up, behaviorism can help students in changing their behavior and help students understand their progress and make the necessary adjustments
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