NR520 PPT

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Meru University College of Science and Technology (MUCST) *

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Nursing

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Nov 24, 2024

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LEARNING THEORIES BEHAVIOURAL THEORY Name: Course: Institutional Affiliation:

Introduction.  Benjamin Bloom's conceptual approach for learning activity is also commonly known as Bloom’s Taxonomy and it entails three main fields of learning namely, cognitive, affective as well as psychomotor (Radmehr & Drake, 2018).  The framework is among the most acknowledged learning theories in the education sector.  The approach is crucial in helping educators to be aware of the fact that they will experience a challenging time while handling different students. It is hard to make them pay attention as well as to stop bothering other students since it is difficult to control their habits in general.  Moreover, the framework is helpful in identifying various ideas and approaches key in explaining how individuals learn.

BEHAVIORAL THEORY.  The behavioral learning theory is also called behaviourism.  The theory emphasizes on how people or students learn. It affirms that all habits or behaviors are learned or acquired through constant intercation with the sorrounding or environment (Torun et al., 2021).  The behavioral theory is crucial for teachers and educators since it influences how students behave and react in the classroom, and recommends that educators can directly impact how students behave.  The theory is crucial in helping teachers understand the impact of home lifestyle and environment to their habits, aiding them view it objectively and aim to help with improvment.

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BASIC ASSUMPTIONS.  Behavior change is usually viewed as part of learning. Behaviourits describes learning process as a behavior change, as opposed to the perspective that learning entails a long-term adjustment in mental associations or represenattions (Mukhalalati & Taylor, 2019).  Scinetific studies normally ignores internal mental processes such as motivations and thoughts since they cannont be measured or observed.  The most unbiased evaluationof learning process is optimized through responses and stimuli studies. The relationship between reaction and stimulation is explained in relation to behaviourist learning framework.  The learning fundamentals should be true for various animal behaviors and types since learning happens similarly in animals and humans (Mukhalalati & Taylor, 2019).

Learning objectives. Cognitive  Cognitive relates to cognitive abilities and knowledge.  Cognitive objectives stressed on thinking capacities including the abilitiy for intellectual simplification and problem-solving.  The most common fields for setting learning objectives and goals for students is the cognitive domain (McSparron et al., 2018).  The six learning levels of cognitive ojectives in Bloom’s taxonomy are assessment, synthesis, analysis, application, understanding, and knowledge.

Learning objectives. Psychomotor  Psychomotor relates to the physical motor capacities.  Moving physically, coordinating movements, and utilizing motor skills are all elements of this learning domain.  According to Harrow’s taxonomy, the domain focuses on the establishment of body control, agility, dexterity, and physical fitness to attain a high expertise level (Shaker, 2018).  The taxonomy is organized in accordance to the coordination degree including learned capabilities and involuntary responses.

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Learning Objectives. Affective  The domain relates to attitudes, interests, values, appreciation and emotions of learners.  Affective objectives aim to change an individual’s interpersonal interactions, decisions, and outlook (Morrill & Westrick, 2022).  Therefore, students must be willing to accept the goal and pay mush attention to various stimuli to meet the intended purpose.  The main goal of the domain is to help students to comprehend their values or attitudes and learn how they have established them.

Objectives of the learning domains.  Cognitive domain will enhance an individual’s ability to acquire knowledge and cognitive skills. The six classes that form the cognitive domain include assessment, synthesis, analysis, application, comprehension and knowledge.  The psychomotor domain entails the utilization of motor capabilities,coordination, and physical effort. For an individual to develop such skills, practicng is crucial and they are evaluated in accordance to their techniques, procedures, range, accuracy, or executional speed.  The affective domain evaluates how people emotionally reacted or behaved to acertain scenario and their ability to recognize pain or delight of another person or animal. The goals of this domain center on advancing in knowledge of and establishing feelings, emotions, and attitudes.

Learning objectives(Bloom’s Taxonomy)  Bloom's taxonomy is a helpful and useful tool or framework for aiding in the establishment of learning objectives since it highlights the learning process (Arievitch, 2020).  A concept must be maintained to be comprehended. Comprehending a topic or idea is a necessity to utilizing or applying it. Besides, a process should be reviewed before it can be asessed.  Learning outcomes or learning objectives are prerequisite for effective and appropriate learning.  Learning objectives reinforce the establishment of a successful assessments, activitie and leasson plans by assisting in defining what students can perform after getting the teaching.

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Active Learning activity.  Active learning involves problem-solving learning, person-centered learning and competency-based learning.  When utilizing knowledge or skills in a new and irregular environment, a person will demonstrate competence level in the new activty.  If the objective of a study is to utilize a competency-based framework, then comptence level that is, the

Active Learning activity.  The main objective of teaching in a person-centred learning setting is to establish a set of values and beliefs that will motivate students to have interest in the learnig process and take full accounatbility for it.  It changes approaches for attaining theoretical learning measures as well as professional activity abilitoes instead of lowering them.

Active Learning activity.  The problematical approach is applied in the problem based learning.  Fistly, the edicational issues that form the instructional material’s motive demonstrate the conflicts between learninng activities, experience, and science.  Secondly, dialogical interaction and dialogue between students and teachers constitute the importance of the educational activity.

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Evaluation Of Learning. • Learning evaluation can be conducted through carious ways such as self reports, observation, surveys, and quizzes. • Evaluation plays a key role throughout the learning process as it helps sudents and teachers in enhancing learning and education experience (Tyo & McCurry, 2019). • Evaluation of learning is an ongoing exercise and a continuous process. When taking quizes, students receive prompt feedback or reaction to their replies or responses. • Therefore, the process can outline both their achievements and areas that require improvements. Besides,it can enhance the growth attitude and mindset that a teachers wants to instill in their students.

Conclusion. • According to the behaviourist perspective, information is promarily sent from the educator to the learner with the suitable response to a particular stimulus. • Hence, the education purpose is to equip learners with the fundamental behavioral range to respond effectively to multiple stimuli and to promote those reactions using an appropriate reinforcement plan. • A behaviourist approach includes rewarding students for their achievements and hardwork with appreciation points or accolades. • The concepts utilizes the similar behavior modification strategies that Skinner reinforced to make students aim for excelence or behave properly.

References.  Arievitch, I. M. (2020). Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives. Learning, Culture And Social Interaction , 27 , 100473. doi: 10.1016/j.lcsi.2020.100473  McSparron, J. I., Vanka, A., & Smith, C. C. (2019). Cognitive learning theory for clinical teaching. The Clinical Teacher , 16(2), 96-100.  Morrill, D., & Westrick, S. J. (2022). Fostering Nursing Students' Moral Decision-Making Through Use of an Affective Learning Module. Nurse Educator , 47(4), 236-240.  Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development , 6, 2382120519840332.  Tyo, M. B., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing education perspectives , 40(1), 11-17.  Radmehr, F., & Drake, M. (2019). Revised Bloom’s taxonomy and major theories and frameworks that influence the teaching, learning, and assessment of mathematics: a comparison. International Journal of Mathematical Education in Science and Technology , 50(6), 895-920.  Shaker, D. (2018). Cognitivism and psychomotor skills in surgical training: from theory to practice. International journal of medical education , 9, 253.  Torun, F., Güler, T. D., & Şanal, S. Ö. (2021). Learning Theories, Motivation, and Distance Education. In Motivation, Volition, and Engagement in Online Distance Learning (pp. 210-229). IGI Global.

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