- 1. LEARNING PERSPECTIVES CS 295.016 Raymund Abasolo, Sarah
Mendoza, Reagan Austria
2. constructivism 3. a learning or meaning-making theory, that
offers an explanation of the nature of knowledge and how human
beings learn(Abdal-Haqq, 1998) 4. key people constructivism 5.
constructivism
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- Swiss cognitive psychologist
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- child development research
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- cognitive development stages
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- the basis of learning is discovery
6. constructivism
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- one of the best known and influential psychologists of the
twentieth century.
-
- one of the key figures in the so called 'cognitive
revolution'
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- has great influence inthe field of education
7. constructivism
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- a Soviet psychologist and the founder ofcultural-historical
psychology
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- " Zone of proximal development " (ZPD)
-
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- range of tasks that are too difficult for the child to master
alone but that can be learned with guidance and assistance of
adults or more-skilled children.
8. constructivism
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- led the progressive movement in American education
-
- instruction needs to be centered around activities that are
meaningful to students' experiences
9. characteristics ideas and concepts constructivism 10.
constructivism "Only by wrestling with the conditions of the
problem at hand, seeking and finding his own solution (not in
isolation but in correspondence with the teacher and other pupils)
does one learn." ~ John Dewey,How We Think , 1910 ~ 11.
constructivism
-
- learning is an active process in which learners construct new
ideas or concepts based upon their current/past knowledge
(Bruner)
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- cognitive structure provides meaning and organization to
experiences and allows the individual to "go beyond the information
given"
- http://tip.psychology.org/bruner.html
12. constructivism
-
- learner is at the center of the educational stage
-
- knowledge cannot be handed from one person to another (teacher
to learner), but must be "constructed" by each learner by
interpreting and reinterpreting a constant flow of
information.
-
- a discovery approach based on the assumption that students
should build (construct) knowledge for themselves.
13. teacher roles and learner roles constructivism 14.
constructivism
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- encourages students to discover principles by themselves
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- engages in an active dialog with learner (i.e., socratic
learning)
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- facilitates learning by providing a variety of experiences
-
- serves as a guide, facilitator, and co-explorer who encourages
learners to question, challenge, and formulate their own ideas,
opinions, and conclusions, rather than a dispenser of
knowledge
-
-
- use scaffolding- questions, clues or suggestions that help a
student link prior knowledge to the new information
15. constructivism
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- engages in an active dialog with teacher (i.e., socratic
learning)
-
- selects and transforms information, constructs hypotheses, and
makes decisions, relying on a cognitive structure to do so
16. implications to teaching and learning constructivism 17.
constructivism
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- Instruction must be concerned with the experiences and contexts
that make the student willing and able to learn ( readiness ).
-
- Instruction must be structured so that it can be easily grasped
by the student ( spiral organization ).
-
- Instruction should be designed to facilitate extrapolation and
or fill in the gaps ( going beyond the information given ).
- SOURCE: http://tip.psychology.org/bruner.html
18. constructivism
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- promotes authentic learning, critical thinking, individualized
instruction, and project-based learning
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- relies heavily on the students' initiative
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- allows students to learn at their own speed
-
- curriculum should be organized in a spiral manner so that the
student continually builds upon what they have already
learned.
-
- learning activities are characterized by active engagement,
inquiry, problem solving, and collaboration with others. "Correct"
answers and single interpretations are de-emphasized.
19. REFERENCES: Sadker, M. P. and D. M. Sadker (2005). Teachers,
Schools, and Society.7th edition. Boston : McGraw-Hill.Lefrancois,
G. R. (1994).Psychology for Teaching . 8th edition. California :
Wadsworth Publishing Company. "Lev Vygotsky - Wikipedia, the free
encyclopedia."Wikipedia, the free encyclopedia . N.p., n.d. Web. 24
July 2010. ."IDKB - Models/Theories."George Mason University
Classweb . N.p., n.d. Web. 24 July 2010. .Moore, Julie. "Learning
Theory Fundamentals."Encyclopedia of Educational Technology . N.p.,
n.d. Web. 24 July 2010.www.etc.edu.cn/eet/eet/ ."Jerome Bruner and
the Process of Education". T he Encyclopaedia of Informal
Education. N.p., n.d. Web. 23 July
2010.http://www.infed.org/thinkers/bruner.htm ."IDKB -
Models/Theories."George Mason University Classweb . N.p., n.d. Web.
24 July
2010.http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
."Emerging Perspectives on Learning, Teaching and
Technology."Projects Server Introduction . University of Georgia,
Association for Educational Communications and Technology, n.d.
Web. 24 July
2010.http://projects.coe.uga.edu/epltt/index.php?title=Main_Page .
Thanasoulas, Dimitrios "Constructivist Learning."SEAsite - SE Asian
Languages and Cultures . N.p., n.d. Web. 24 July 2010. . Ismat ,
Abdal-Haqq. "Constructivism in Teacher Education: Considerations
for Those Who Would Link Practice to Theory. ERIC Digest.
."ERICDigests.Org - Providing full-text access to ERIC Digests .
N.p., n.d. Web. 24 July 2010. . "Constructivism as a Paradigm for
Teaching and Learning." THIRTEEN - New York Public Media. N.p.,
n.d. Web. 2 Aug. 2010. .Jones, M. Gail , and L. Brader-Araje. "The
Impact of Constructivism on Education: Language, Discourse, and
Meaning."American Communication Journal5.3 (2002): n. pag.American
Communication Journal . Web. 2 Aug. 2010.Grow, Gerald. "Cognitive
Model of Learning." Longleaf Publications home page. N.p., n.d.
Web. 2 Aug. 2010. .Archives Jean Piaget . Web. 2 Aug. 2010. . 20.
Cognitivism Raymund Abasolo Reagan Austria Sarah Mendoza 21. Short
Intro Etymology (meriam-webster online) cognition Pronunciation:
kg-ni-shn Etymology: from Latin word cognoscere meaning to come to
know, investigate cognitive 1 : of, relating to, being, or
involving conscious intellectual activity 2 : based on or capable
of being reduced to empirical factual knowledge 22.
-
- Cognitive learning is about enabling people to learn by using
their reason, intuition and perception.
23. Characteristics Ideas and Concepts
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- challenge the limitations of behaviorism
-
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- people are not programmed animals that merely respond to
environmental stimuli,
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- focus more on the internal processes and connections that take
place during learning.
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- Focus is on how learners remember, retrieve, and store
information in memory
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- Examines the mental structure and processes related to
learning
24. Key People
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- Richard Atkinson and Richard Shiffrin
25. Atkinson - Shriffin
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- proposed a model of human memory
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- Identified 3 memory stores:
-
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- Short Term memory or working memory
26. Frederic Bartlett
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- developed the Schema theory
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- views organized knowledge as an elaborate network of abstract
mental structures which represent one's understanding of the
world.
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- Schema - internal knowledge structure. New information is
compared to existing cognitive structures called "schema". Schema
may be combined, extended or altered to accommodate new
information. (schemata - plural)
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- Schemata grow and change as new information is acquired .
27. A diagram that describes how a person's schema of "egg"
might include the components shown: 28. David Ausubel
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- He was active in his field between the 1950s and 1970s
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- concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school
setting
29.
-
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- most general ideas of a subject should be presented first
-
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- differentiated in terms of detail and specificity
-
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- prior knowledge is essential for the comprehension of new
information
-
-
-
- An advance organizer is information that is presented prior to
learning and that can be used by the learner to organize and
interpret new incoming information
-
-
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- Expository - describe the new content.
-
-
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- Narrative - presents the new information in the form of a story
to students.
-
-
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- Skimming - used to look over the new material and gain a basic
overview.
-
-
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- Graphic organizer - visuals to set up or outline the new
information.
30. Robert Gagne
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- learning tasks for intellectual skills can be organized in a
hierarchy according to complexity: stimulus recognition, response
generation, procedure following, use of terminology,
31.
-
- outlines nine instructional events and corresponding cognitive
processes:
- (1) gaining attention (reception) (2) informing learners of the
objective (expectancy) (3) stimulating recall of prior learning
(retrieval) (4) presenting the stimulus (selective perception) (5)
providing learning guidance (semantic encoding) (6) eliciting
performance (responding) (7) providing feedback (reinforcement) (8)
assessing performance (retrieval) (9) enhancing retention and
transfer (generalization).
32. Example: The following example illustrates a teaching
sequence corresponding to the nine instructional events for the
objective, Recognize an equilateral triangle: 1. Gain attention -
show variety of computer generated triangles 2. Identify objective
- pose question: "What is an equilateral triangle?" 3. Recall prior
learning - review definitions of triangles 4. Present stimulus -
give definition of equilateral triangle 5. Guide learning- show
example of how to create equilateral 6. Elicit per formance - ask
students to create 5 different examples 7. Provide feedback - check
all examples as correct/incorrect 8. Assess performance- provide
scores and remediation 9. Enhance retention/transfer - show
pictures of objects and ask students to identify equilaterals 33.
Charles M.Reigeluth
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- a model for sequencing and organizing courses of
instruction
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- instruction should be organized in increasing order of
complexity
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- instructions are made of layers
-
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- each layer elaborates on the previously presented idea
-
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- by elaborating the previous layer, it reiterates and as an
effect it improves memory retention
34.
- Elaboration theory proposes seven major strategy
components:
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- An elaborative sequence - choose organizing structure:
(conceptual, procedural, theoretical)
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- Learning prerequisite sequences-learner's background
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- Synthesis - integration of previously presented ideas
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- Analogies - relate to the learners field of experience
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- Cognitive strategies -embedded/ detached cues
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- Learner control - learner's motivation and relevance
35. Teacher Roles
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- use of graphic organizers and concept maps to offer students
the concrete experience needed for cognitive learning to take
place
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- use technology in the classroom to allow exploration and
attract attention
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- understand the learner's background
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- present ideas in an increasing order of complexity
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- ask questions that will guide, and trigger learner's mind
36. Learner Roles
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- do not simply know and memorize.
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- connecting and organizing knowledge around important
concept
37. Other Concepts:
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- Practicing or rehearsing improves retention especially when it
is distributed practice.
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- Serial Position Effects - It is easier to remember items from
the beginning or end of a list rather than those in the middle of
the list, unless that item is distinctly different.
-
- Meaningful Effects - Meaningful information is easier to learn
and remember
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- Organization Effects - When a learner categorizes input such as
a grocery list, it is easier to remember.
-
- you can't force someone to learn
38. Reference:
-
- Martin, S. (2006).Definition of Cognitive Learning . Retrieved
July 16, 2010
from:http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039
-
- Instrctional Design Knowledge Base (2006). Instructional
Models. Retrieved July 16, 2010
from:http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
-
- Ho, Wenyi (). Cognitive Theories of Learning. Retrieved July
16, 2010
from:http://www.personal.psu.edu/users/w/x/wxh139/cognitive_1.htm#gestalt
-
- Learning-Theories.com (2008). Cognitivism. Retrieved July 20,
2010 from:http://www.learning-theories.com/cognitivism.html
-
- Kearsley, Greg (2010). Subsumption Theory (D.Ausubel).
Retrieved July 20, 2010
from:http://tip.psychology.org/ausubel.html
-
- Kearsley, ACT * J.Anderson. Retrieved July 20, 2010
from:http://tip.psychology.org/a nderson .html
-
- Kearsley, Greg (2010). Conditions of Learning (Gagne).
Retrieved July 20, 2010
from:http://tip.psychology.org/gagne.html
-
- Wikipedia. (2010). Advance Organizers. Retrieved July 21, 2010
fromhttp://wik.ed.uiuc.edu/index.php/Advance_organizers
-
- Abott, Bruce (2009). Human Memory. Retrieved July 21, 2010
from:http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html
-
- Sabine, Reljic (2010). Elaboration Theory. Retrieved July 21,
2010 from:
http://www.slideshare.net/sreljic/elaboration-theory
39. BEHAVIORISM Raymund Abasolo Reagan Austria Sarah Mendoza 40.
BEHAVIORISM: concepts
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- Tries to explain behaviors observable and predictable
responses
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- SR (stimulus-response) theory
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- behavior can be learned or unlearned
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- repeated behavior becomes an automatic response
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- memory is associated with events
41. BEHAVIORISM: concepts
42. BEHAVIORISM: concepts
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- Classical conditioning learning thru stimulus
substitution.
43. KEY PEOPLE 44. IVAN PAVLOV
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- physiologist known for classical conditioning.
- Involves a food, a dog and a bell
IMAGE SOURCE:
http://kentsimmons.uwinnipeg.ca/16cm05/1116/pavlov.jpg 45. IMAGE
SOURCE:
http://www.northern.ac.uk/learning/NCMaterial/Psychology/lifespan%20folder/PAVLOV.gif
46. JOHN WATSON
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- 1913 article "Psychology as the Behaviorist Views It
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- humans are born with a few reflexes
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- emphasized the importance of learning and environmental
influences in human development
47. JOHN WATSON
- The Little Albert Experiment :
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- Albert is not afraid of rats
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- Rat is paired with loud noise
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- Albert is frightened by the sound
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- Albert is afraid of white, furry objects
IMAGE SOURCE:
http://www.nndb.com/people/078/000030985/john-b-watson-1-sized.jpg
48. EDWARD L. THORNDIKE
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- Known for SR BOND/CONNECTION theory
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- cat is placed inside a cage with a lock.
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- cat opens the cage by accident.
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- experiment was repeated, cat behaves the same way
IMAGE SOURCE: http://www-distance.syr.edu/thorndike.gif 49.
EDWARD L. THORNDIKE
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- law of exercise/repetition:
- pleasure and pain principle)
- Some connections are more predisposed to happen
50. Burrhus Frederic Skinner
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- Learning is based on the effects of behavior (reinforcement and
punishment)
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- OPERANT random behavior; not caused by any stimulus
IMAGE SOURCE:
http://4.bp.blogspot.com/_d8ls7V72AkA/SyvENnrkplI/AAAAAAAAAV4/KuXaFC9ylbc/S700
skinner-80s-smiling%5B1%5D.jpg 51. Burrhus Frederic Skinner
-
- positive reinforcement (reward)
- Peter is given a jelly bean for being good.
-
- Presenting unpleasant stimulus (punishment I)
- Peters nose was tweaked for being bad.
- Peters jelly bean is taken away for being bad
-
- negative reinforcement (relief)
- Peters nose is released because he said sorry
52.
-
- "engineer the environment and you can engineer human
behavior
B. F. Skinner IMAGE
SOURCE:http://mrbakerrocks.info/IMAGES/SkinnerRat.jpg 53. BF
SKINNER 54. ALBERT BANDURA
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- psychologist doing a study on adolescent aggression
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- focused on learning, modeling, and imitation
-
- departed from behaviorism
IMAGE
SOURCE:http://www.psychnews.co.uk/wp-content/uploads/2008/05/bozo-300x300.jpg
55. ALBERT BANDURA
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- Human learning is a function of observation and imitation.
-
- Steps in the modeling process:
Attention > Retention > Reproduction > Motivation 56.
BEHAVIORISM in EDUCATION 57. TEACHER ROLES
-
- focuses on a new behavioral pattern being repeated until it
becomes automatic
-
- providing stimulus material and prompting the correct
response
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- view errors as not enough conditioning
58. STUDENT ROLES
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- receiver of the information response until the behavioral
change is permanent
-
- absorb instructional presentations and material, and use them
to create performances which indicate attainment of correct mental
models
59. IMPLICATIONS
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- Behaviorism is seen in direct instruction
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- students learn their attitudes toward school, subjects due to
classical conditioning
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- Carefully chosen reinforcement improves learning
60. IMPLICATIONS
-
- Shaping is useful in classroom management
61. REFERENCES Sadker, M. P. and D. M. Sadker (2005). Teachers,
schools, and sSociety.Seventh edition. Boston :
McGraw-Hill.Lefrancois, G. R. (1994).Psychology for teaching . 8th
edition. California : Wadsworth Publishing Company.Mergel, B.
(1998). Instructional design&learning theory . Retrieved 12
July 2010
fromhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Steele, M.M. (2005, April 30). Teaching students with learning
disabilities: Constructivism or behaviorism? Current Issues in
Education [On-line], 8 (10). Available:http://cie.ed.asu.edu/
volume8/number10/ "IDKB - models/theories."George Mason University
Classweb . N.p., n.d. Web. 24 July 2010. . Instructional design
approaches. (n.d.).UW Departments Web Server . Retrieved July 24,
2010, from
http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm
Definitions and perspectives of learning:.
(n.d.).TeachNet.Retrieved July 24, 2010, from
http://teachnet.edb.utexas.edu/~lynda_abbott/behaviorism.html