Behaviorism concentrates on the aspects of learning that are overtly observable and advanced by external stimuli. It is based on the stimulus-response model: Given the right stimulus, you will get the right response. The response is objective and measurable. Learning is a relatively permanent change in behavior that occurs from some experience. Behaviorism assumes that the most basic type of learning involves the forming of associations between sensory experiences and responses that manifest themselves behaviorally. Learning often occurs by trial and error (Powell, Symbaluk, & Honey, 2009).
Cognitivism looks beyond observable behavior, viewing learning as internal mental processes. Learners are actively involved in the way they process information. Knowledge, memory, thinking, and problem solving are areas for development, knowledge is viewed as symbolic mental constructs. When a student’s constructs are changed, learning takes place (Pagliaro, 2013).
Constructivism is based on the core concept that knowledge is created as learners build new knowledge by what they have already learned. The student is not a passive recipient of transmitted information. Therefore, as students join learning situations with knowledge obtained from previous experiences, their prior knowledge affects what new or modified knowledge they will build from the new learning experiences. To create the new skills learning must be active. If the new experience is contradictory with students’ present knowledge, this knowledge must be adapted to include the new experience. The constructivist teacher is interested in students’ current understanding, provides experiences in which students are actively involved, allows student responses to guide subsequent lessons, promotes relevant experiential learning, and promotes self-reflection (Pagliaro, 2013).
