Behaviorism theory. Is it dead or alive?

Behaviorists provide two principal classes of explanations for learning: those based on contiguity (simultaneity of stimulus and response events) and those based on the effects of behavior (reinforcement and punishment) ("Behaviorist theories," 1999). Behavior theory is interested in how our behavior results from the stimuli both in the environment and within ourselves (for more information visit: AllPsych Online the virtual psychology Classroom) (Heffner, 2001). Today, we know that human is not like animals or machine. Learning process of a human being is much more complicated than any other animal or machine. For instance, you cannot teach 21st century skills (for more information visit: Framework for 21st Century Learning) such as critical thinking skills, collaboration skills and technology skills (The Partnership for 21st Century Skills, 2009) with using behaviorist theory. Can we conclude that there is no place for behaviorist theory in the digital age’s education system? Definitely no. The reason is; we do not learn the 21st century skills or complex knowledge only. We have to train both our stimuli and brain while learning. Memorizing words and names, mathematical calculations, behavioural issues and new habits are other important things that we have to learn. For instance, we do need critical thinking to gain some habits such as driving, preparing school bag and brushing teeth. Reinforcement, award and punishment trio will work perfectly to teach those habits.

Figure 1.from internet.

If you are training an animal such as a dog, then the behaviorism theory is the best choice.  First create a scenario like ringing the bell and treating the dog. Later award the dog when it behave as you like and punish the dog when it behave different. Finally, you will see that the dog behave as you want. The dog will not think if it is correct or wrong. Additionally, the dog will fail if you change the conditions.  ore importantly, the dog will forget this habit if you will not repeat it again and again in the future. Using behaviorist theory in education is not so different for teaching habits.

youtube video: http://www.youtube.com/watch?v=eQrKTSjw898

Youtube video that I embedded above is a good example of teaching healthy habits to children with using reinforcement, award and punishment. The child who is playing the game will see similar questions again and again. Game is praising the child if the answer is correct, and punish the child with saying try it again if the answer is wrong.

Repeating the same pattern is one of the key concepts of behaviorism. Practice is a kind of repeating similar pattern and can be accepted as a kind of behaviorist strategy. We know that practice makes perfect. Additionally, practice is the best strategy to deepen understanding of a content, to memorize new words and acknowledge science terms. Research says that language learners repeat the words and review the previously learned words while learning a new language (Sanaoui, 1995). Moreover, multiple exposures to material help students to deepen their understanding of content, and students need about 24 practice sessions with a skill in order to achieve 80- percent competency (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.188). Therefore, practice and student effort is really important to memorize information. Before, paper based homework and worksheets were used to practice. Today, we have more choices. Students can practice with using word processing tools, excel spreadsheets, interactive software, online tutors, educational games and multimedia (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.188). In other words, practice, drill and tutoring are some of the living parts of behaviorist theory. Students can reinforce their knowledge with using Internet and online practice and tutoring websites such as http://www.physicsclassroom.com/, http://www.physics247.com/ and http://www.khanacademy.org/ any time they want.

Figure 3.from http://www.behavioradvisor.com/4Components.html website.

Look at the picture above and imagine that you are the teacher sitting on the teacher’s desk. What method can you use to teach students in this class? Definitely nothing will work. Because, students turned off their receivers and they do not pay attention to the teacher. First of all you need an operant conditioning to motivate students, engage them to the lesson, and turn on their receivers. Enlighten me if you know any cognitivist or constructivist method that can turn on the receivers of those students. Love, respect, communication and empathy will certainly work. However, those also should involve behaviorist methods namely, reinforcement and punishment to motivate these students and open their input channels. Teachers must be careful about choosing the proper method. Students will value your effort if they see your love and caring. For instance, punishment can make one student worse if he / she hate you. When you praise a student he / she might think your praise is artificial if there is no love in it. In any case, there is a strong relation between rewarding, effort and achievement. Students feel happy when they are awarded in front of audience, and tend to spend more effort than before. There are different types of rewards such as praising the student in front of class, giving a candy, or giving high marks. Research says that not all students realize the importance of effort. Technology such as spreadsheet software and data collection tools can be used to support the instructional strategy of reinforcing effort by helping students to chart the relationship between their effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.156).

In conclusion, studies on brain showed that behaviorism theory is wrong about how brain learn. However, behaviorist methods can be used to acquire habits and skills that do not involve critical thinking and complex learning process. Moreover, behaviorist methods can clear the way with motivating students so that other methods can pass through the filter of the brain and start the learning process.

References

Behaviorist theories of learning. (1999). In LinguaLinks Library. Dallas, TX: SIL International. Retrieved from SIL International Web site: http:/​/​www.sil.org/​lingualinks/​literacy/​implementaliteracyprogram/​BehavioristTheoriesOfLearning.htm

Heffner, C. (2001). Chapter 4: Learning Theory and Behavioral Psychology. In Psychology 101. Retrieved from AllPsych Online Web site: http:/​/​allpsych.com/​psychology101/​learning.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Sanaoui, R. (1995). Adult Learners' Approaches to Learning Vocabulary in Second Languages. The Modern Language Journal, 79(1), 15-28.

The Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved 8 10, 2010, from The Partnership for 21st Century Skills Web site: http://www.p21.org/documents/P21_Framework_Definitions.pdf

Reflection of Understanding the Impact of Technology on Education, Work, and Society

Reflection of Understanding the Impact of Technology on Education, Work, and Society

I just completed EDUC 6710 course of Walden University. This course was about evolution of technology and impact of technology in society and on education. Throughout the course, I learned educational usage of Web 2.0 tools such as blog, podcast and wiki. As a digital native (Prensky M, 2001), I was aware of Web 2.0, but I did not use them for education. After watching course videos and reading blogs, wikis, podcasts and other powerful web tools for classrooms book (Richardson, 2010), I learned how to integrate Web 2.0 tools into class and teach both my subject curriculum and 21^st century skills in my physics curriculum. I was brain storming about how to change my teaching method from teacher – centered education system to student – centered education system. Using technology while continuing to teach with teacher- centered education system is just doing the same thing differently.

Like Dr. David Thornburg (2004) stated, “We live in a world where it is commonplace for technology to be used to do different things, not just do old tasks differently.” Therefore, I acknowledged that I need to find new tools and methods that can help me to transform my teaching strategy. Now, I realized that Web 2.0 tools are great assets to transform my teaching strategy. Moreover, these tools are capable to help my students in learning 21st century skills. I acknowledged that classrooms that authentically use technology should experience changes in teacher’s roles, learner’s roles, the process of learning, and assessment (Keengwe, J., Lawson-Body, A., Onchwari, G. & Arome, G. (2007). Therefore, I will continue to transform myself from lecturer to a facilitator with changing my class environment from teacher – centered to student –centered education environment.

Expectations of society from today’s students and also expectations of students from today’s schools are changed. As a matter of fact, I have to teach 21^st century skills such as critical thinking, problem solving and ICT skills (The Partnership for 21st Century Skills, 2009) to my 21^st century learners. I set two goals for classroom environment in the following years.

First, I will enrich my teaching with using learning objects (Cramer, S. 2007). I will create learning objects pool to use in my lessons. I will ask my school to buy interactive software and videos related to my subject. I will search education websites, youtube, and teachertube to find and collect learning objects that I can use in my lesson. I will ask my students to research and share the learning objects that they found via wiki page. Moreover, I will ask my students to create learning objects like podcasts and presentations. Finally, I will create a Drupal based website to share all those information with other teachers with using. I believe that my students will gain 21^st century skills while preparing those learning objects and will understand the core concepts clearly while creating learning objects and working in groups.

Second, I will transform my classroom environment from teacher-centered learning environment to student – centered learning environment. I will conduct open book tests and assess my students according to their performance in group projects. Students will learn how to answer questions that begin with “Why” and “How”. I will force my students to think about physics concepts. In digital age memorizing is not so important. However analyzing and processing information is very important.

After reviewing my checklist, I found that my answers changed from often to sometimes because of learning applications of Web 2.0 tools in education. Now I know how to enable students to take responsibility of their own learning by providing tools and resources, and how to create lesson plans that enable students to work as a team and collaborate with each other. Within time, I will continue to discover Web 2.0 tools and learn new methods of integrating technology into my classroom. As a result, I will have a student centered learning environment and will teach 21^st century skills to my students. I hope that me and my students will enjoy the new environment, have lots of fun and learn new things in an engaging medium.

  

References

Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.

Keengwe, J., Lawson-Body, A., Onchwari, G. & Arome, G. (2007). Empowering Students to Learn Effectively With Technology Tools. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2064-2068). Chesapeake, VA: AACE.

The Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from The Partnership for 21st Century Skills Web site: http://www.p21.org/documents/P21_Framework_Definitions.pdf

Prensky M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(6), 3-6.

Richardson, W. (2010). Blogs, Wikis, Podcasts. Thousand Oaks, California: Corwin.

Thornburg, D. (2204) Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf