Artefact 2: Learning through Behaviorism

    While learning about the theory of behaviorism, our teacher showed us two videos on traditional teaching methods, where the teacher was the sole speaker, delivering information from start to finish, and students were passive listeners, not allowed to speak or ask questions. Instead, they were expected to take notes in their notebooks. This approach aligns with the behaviorism theory. So, what does learning happen in behaviorism theory?

    Behavioral learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. According to this theory, learning is a change in observable behavior that results from experience. The theory of behaviorism assumes that human and animal behavior can be understood solely through conditioning. 

                                         

    Behaviorists argue that human and animal behavior can be fully explained through conditioning and observable physical actions, emphasizing that psychology should focus on measurable behaviors rather than internal thoughts or emotions (Watson, 1913). They assert that changes in the external environment, such as stimuli, can manipulate these behaviors, establishing stimulus-response relationships as the core concept of behaviorism (Skinner, 1953). This approach excludes subjective elements like thoughts and emotions, which are central to other psychological theories.

    Behaviorism provides a systematic approach to understanding and modifying behavior through conditioning, making it effective in environments like classrooms and therapeutic settings. The focus on observable and measurable behavior allows for clear and practical applications, such as reinforcement and punishment to encourage desired actions and discourage unwanted ones (Watson, 1913). The scientific approach of behaviorism, rooted in empirical research, offers a foundation for developing and testing interventions, ensuring they are effective and replicable (Skinner, 1953). Additionally, behaviorism has been used successfully in behavior modification programs, educational strategies, and training environments where specific behaviors need to be learned or changed. Its simplicity in explaining cause-and-effect relationships is beneficial for designing targeted interventions.

    However, behaviorism also has significant limitations. It exclusively focuses on external behavior, neglecting the internal processes that influence learning and behavior, such as thoughts, emotions, and cognitive functions (Chomsky, 1959). This omission makes it inadequate for understanding more complex human experiences, like creativity, problem-solving, and personal development. Behaviorism’s one-dimensional view fails to consider individual differences in learning, where personal background, motivations, and internal experiences play a critical role. It also adopts a deterministic perspective, implying that behavior is shaped entirely by external stimuli, which disregards personal agency and the role of free will in shaping behavior (Bandura, 1977). This reductionist approach limits its ability to fully capture the richness and complexity of human psychology.

In large classes, behavioral learning theory still works well

    As a teacher, I constantly explore various teaching methods and learning theories, carefully examining the strengths and weaknesses of each. I strive to creatively adapt these theories to the specific context of my classroom and the unique needs of my students. My goal is to encourage active student engagement and foster a love for learning, ensuring they achieve the desired educational outcomes. No single method or theory is perfect for all situations or educational conditions. Therefore, teachers must be proactive and thoughtful in selecting teaching strategies that align with the characteristics, needs, and interests of their students. In large classes, behavioral learning theory can still be highly effective. Its focus on observable behaviors and structured reinforcement strategies allows teachers to manage and guide student behavior efficiently. Techniques such as positive reinforcement, clear instructions, and consistent consequences can help maintain order, promote participation, and encourage desired actions even in settings with many students. Moreover, the straightforward nature of this approach makes it scalable, enabling educators to implement it uniformly across a large group.

Photo of a teaching training course (2022)

References:

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

Chomsky, N. (1959). Review of B.F. Skinner's Verbal Behavior. Language, 35(1), 26-58.

Skinner, B. F. (1953). Science and Human Behavior. Free Press.

Watson, J. B. (1913). Psychological Care of Infant and Child. W.W. Norton & Company