A Perspective from a Perpetual Learner or A Tribe-Called Quest for Knowledge
Learning is a complex and layered process. Many different theories have come from the study of how we learn. I believe learners do not learn in a vacuum where one theory is present and another is absent. For one to test a theory, variables need to be controlled and behaviors observed. One theory of learning, behaviorism, associates the ringing of the bell with freezing and looking at a teacher (Seifert et al., 2020.) The bell is a conditioned stimulus, and the conditioned response is a learner to listen. With operant conditioning, one focuses on reward and punishment (McLeod et al., 2024). If you do an excellent job, you get a good grade. These are different ways of motivating people to learn. Another theory that can explain learning is cognitivism, which focuses on thoughts (Lakha, 2023). Cognitivsts consider the construction of knowledge. Like climbing stairs, we learn one thing that builds you to that next step.
From a sociocultural theory, we learn from more knowledgeable others who can provide information to help us learn (McLeod et al., 2024). With us learning from a mentor or more knowledgeable other, we are leaning on a community to learn. Learning can be enhanced by moving from a learner-learner-teacher relationship to a learner-community, relying on others, their skills as well and the learning in the location. Culturally Relevant Pedagogy looks more at the learner by considering the learner's culture and the perspective of the learner within a group (Escudero & Duncan-Andrade). The teacher is more of a facilitator while the learners are working as a group, asking questions, and taking responsibility for their learning. I am going to focus on social learning theory.
In schools, social learning, specifically the situational perspective, is how I believe learning is best explained. The quote “tell me and I forget, teach me I may remember, involve me and I learn” (byquoteresearch, 2021) applies here. From this theory, my teachers have demonstrated skills that have allowed me to model what I have learned. Then, taking what I learned and modeling it for others who may not understand and helping them learn is where I, as a learner, learn best because of the social aspects of this experience.
Consider this example about water health to illustrate this. A teacher can model how to look for macroinvertebrates that indicate health. Then, students can model back how to search for water for the same macroinvertebrate. The teacher can add to the learners’ knowledge by going on a field trip to a local body of water that needs to be tested. Learning with a mentor who tests water for a living shows this classroom knowledge and how it applies in the real world. As a learner, this process allows students to collaborate with not only their classmates but also with real-world experts. This repetition and social learning support leads to retention.
Contrast this with a traditional approach to learning, in which a student would have, let's say, a biology book. They read it, might answer questions, and understand it, but they likely do not have buy-in. In addition, teachers may lecture about water health and support students to check for characteristics of healthy water. In the classroom, the teacher would model and watch us demonstrate understanding. This approach is abstract. I struggle to learn this way, based on behaviorist and cognitive theories only.
This example illustrates how I believe learning best happens and also how I want to teach. The situational perspective is what explains learning to me because it's real and relatable. I can take this and apply it in the real world.
References
byquoteresearch, P. (2021, January 23). Tell me, and I forget; teach me, and I may remember; involve me, and I learn. Quote Investigator. https://quoteinvestigator.com/2019/02/27/tell/
Escudero, B., & Duncan-Andrade, J. (n.d.). How to practice Culturally Relevant Pedagogy. Teach For America. https://www.teachforamerica.org/stories/culturally-relevant-pedagogy
Lakha, S. (2023, June 22). Understanding cognitivism: A learning theory. educasciences.org. https://www.educasciences.org/learning-theories-cognitivism
McLeod, S. (2024, February 2). Operant conditioning in psychology: B.F. Skinner theory. Simply Psychology. https://www.simplypsychology.org/operant-conditioning.html
McLeod, S. (2024, August 9). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
Seifert, K., Sutton, R., Borich, G. D., Tombari, M. L., & Hoose, N. A.-V. (2020, June 1). Behaviorism. Educational Psychology. https://edpsych.pressbooks.sunycreate.cloud/chapter/behaviorism/
