Learning theories refer to a systemized set of principles explaining the way in which learners acquire, retain and recall knowledge. By studying various learning theories, we as future teachers can better understand how learning ensues and ensure that effective learning takes place in our classrooms (Kelly, 2012). This essay will refer to learning theories such as Behaviorism, The Social Learning Theory, The Social Cognition Learning Theory and Constructivism; as well as the effect of these learning theories on the learning process. This essay will also discuss how the general principles of Constructivism correspond with the principles of the Curriculum and Assessment Policy Statement (CAPS) and how the lesson wheel is underpinned by Constructivism.
) Behaviorist theorists describe learning as the acquisition of new behavior based on their environmental conditions. Thus, knowledge can be described as a repertoire of behavior influenced by interaction with the environment. Skinner argues that knowledge is a set of passive responses to environmental stimuli. Therefore, the acquisition of knowledge does not require a cognitive process (Weegar & Pacis, 2012). Two techniques, Pavlovian conditioning and Operant Conditioning, stem from the behaviorist theory. Operant condition suggests that the use of positive or negative reinforcement will increase the probability of a desired behavior (Nebel, 2017). The transmission of content knowledge from teacher to learner is thus the transmission of the appropriate response to a stimulus. Accordingly, it can be assumed that the teacher’s responsibility is to provide the learner with an appropriate collection of behavioral responses to stimuli and to reinforce said responses using methods of constant repetition and positive reinforcement. In a behaviorist classroom, teachers are expected to present information that is reinforced by a textbook while learners absorb the information. Thus, learning takes place through repetition, practice and reinforcement of correct behavior or answers (Schulte,
It proves an impossible task to acquire knowledge and construct meaning without the foundation of previous knowledge or understanding (Hein, 1991). The CAPS document supports this idea by stating that the content and context of each grade must show progression from simple to complex (DBE, 2011:4). Thus, it is the responsibility of the teacher to create tasks and present content in such a manner that it progresses from simple to complex, allowing the learner to construct knowledge using pre-existing knowledge and new