Contrasting Behaviorist and Constructivist Perspectives on Learning for Students with Emotional and Behavioral Disorders
Ke Shi （ Chen Xin Psychological Counselling Centre, No. 65 Youyi Street, Qingshan District, Baotou, Inner Mongolia, China ）
Abstract
Behaviorism and constructivism provide different understandings of the learning process. This paper critically analyses these two learning theories in terms of how they organize and support learning and compares the different manifestations of their application with students with emotional and behavioral disorders (EBD). The author's own experiences are also used to analyze teaching practice based on these two learning theories. The article concludes by suggesting that authentic teaching situations should combine the two teaching methods and be tailored to students’ needs.
Keywords
Behaviorism; Constructivism; Students with emotional and behavioral disordersFull Text
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Dundar, S. (2018). Exploring the relationship between constructivist learning environments, attitudes, academic delay of gratification, and teaching efficacy beliefs in a social studies teaching course. Journal of International Social Studies, 8(2), 3-28.
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Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of learning disabilities, 31(4), 344-364.
Todd, J. T. (1994). What psychology has to say about John B. Watson: Classical behaviorism in psychology textbooks, 1920–1989. Modern perspectives on John B. Watson and classical behaviorism, 75-107.
Torre, D. M., Daley, B. J., Sebastian, J. L., & Elnicki, D. M. (2006). Overview of current learning theories for medical educators. The American journal of medicine, 119(10), 903-907.
Weegar, M. A., & Pacis, D. (2012). A Comparison of two theories of learning-behaviorism and constructivism as applied to face-to-face and online learning. E-leader, 1-20
Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194-197.
Wilson, K. D. (2012). Constructivist Inspired Teaching Practices in Emotionally or Behaviorally Disabled Special Education Classrooms. Teaching Toward a Better World: Embracing the Challenges, 881-921.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 204-212.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1992). Theory into practice: How do we link? In Duffy,T. M & Jonassen, D. H. (Eds). Constructivism and the technology of instruction: A conversation (pp. 17-33). Hove and London: Lawrence Erlbaum Associates.
Boghossian, P. (2006). Behaviorism, constructivism, and Socratic pedagogy. Educational Philosophy and Theory, 38(6), 713-722.
Bush, G. (2006). Learning about learning: From theories to trends. Teacher Librarian., 34(2), 14.
Buttner, S., Pijl, S. J., Bijstra, J., & Bosch, E. (2016). Personality traits of expert teachers of students with EBD: Clarifying a teacher's X-factor. International Journal of Inclusive Education, 20(6), 569-587.
Cook, B. G., Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders. Education and Treatment of Children, 345-361.
Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of vocational and technical education, 16(1), 23-46.
Dundar, S. (2018). Exploring the relationship between constructivist learning environments, attitudes, academic delay of gratification, and teaching efficacy beliefs in a social studies teaching course. Journal of International Social Studies, 8(2), 3-28.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 26(2), 43-71.
Faryadi, Q. (2007). Behaviorism and the Construction of Knowledge. Online Submission,1-11.
Homme, L E, DeBaca, P C, Devine, J V, Steinhorst, R, & Rickert, E J. (1963). Use of the Premack Principle in Controlling the Behaviour of Nursery School Children. Journal of the Experimental Analysis of Behavior, 6(4), 544.
Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Journal of Educational Technology & Society, 8(1), 17-27.
Lukowiak, T. (2010). Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals. Journal of the American Academy of Special Education Professionals, 40, 52.
Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding learning in the classroom. Thinking voices: The work of the national oracy project, 186-195.
McDermott, R. (2015). Does “learning” exist?. Word, 61(4), 335-349. DOI:10.1080/00437956.2015.111295
McLeod, S. A. (2007). Bf skinner: Operant conditioning. Retrieved September, 9, 2009.
Modritscher, F. (2006). E-learning theories in practice: A comparison of three methods. Journal of Universal Science and Technology of Learning, 28, 3-18.
Mundschenk, D., & Simpson, R. (2014). Defining emotional or behavioral disorders: The quest for affirmation. The Sage handbook of emotional and behavioral difficulties, 43-54.
Olson, M. H., & Hergenhahn, B. R. (2015). Burrhus Frederic Skinner. An introduction to theories of learning (9th ed, pp. 71-112). New York: Psychology Press.
Rasmusen, A. (2017). Defining Readers-Writers Workshop. Retrieved 29 March, 2020, from: https://threeteacherstalk.com/2017/06/20/defining-readers-writers-work shop/.
Richardson, V. (1996). From Behaviorism To Constructivism In Teacher Education1. Teacher Education and Special Education, 19(3), 263-271.
Ruiz, M.R. (2015). Behaviourisms: Radical behaviourism and critical inquiry. In Parker, L (Ed), Handbook of critical psychology (pp. 33-42). London & New York: Routledge.
Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17(3), 22-29.
Scheuermann, B. K. & Hall, J. A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Merrill / Prentice- Hall.
Scheurman, G. (1998). From behaviorist to constructivist teaching. Social Education, 62(1), 6-9.
Schunk, D. (2014). Introduction to the study of learning. In: Buchholz, M (Ed). Learning theories: An educational perspective (6th ed, pp. 1-28). Harlow, England: Pearson.
Schunk, D. H. (2014). Behaviourism. In: Buchholz, M (Ed). Learning theories: An educational perspective (6th ed, pp. 71-116). Harlow, England: Pearson.
Schunk, D. (2014). Constructivism. In: Buchholz, M (Ed). Learning theories: An educational perspective (6th ed, pp. 228-277). Harlow, England: Pearson.
Steele, M. (2005). Teaching students with learning disabilities: Constructivism or behaviorism?. Current Issues in Education, 8(10), 1-5.
Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of learning disabilities, 31(4), 344-364.
Todd, J. T. (1994). What psychology has to say about John B. Watson: Classical behaviorism in psychology textbooks, 1920–1989. Modern perspectives on John B. Watson and classical behaviorism, 75-107.
Torre, D. M., Daley, B. J., Sebastian, J. L., & Elnicki, D. M. (2006). Overview of current learning theories for medical educators. The American journal of medicine, 119(10), 903-907.
Weegar, M. A., & Pacis, D. (2012). A Comparison of two theories of learning-behaviorism and constructivism as applied to face-to-face and online learning. E-leader, 1-20
Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194-197.
Wilson, K. D. (2012). Constructivist Inspired Teaching Practices in Emotionally or Behaviorally Disabled Special Education Classrooms. Teaching Toward a Better World: Embracing the Challenges, 881-921.
Yilmaz, K. (2011). The cognitive perspective on learning: Its theoretical underpinnings and implications for classroom practices. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 204-212.
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Publishing time:2022-10-30
This work is licensed under a Creative Commons Attribution 4.0 International License
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