Behaviourism & SCL
Introduction
Behaviourism concentrates its attention on controlling the learning conditions in order to create observable behaviour modification. In contrast, the SCL model contends that observations of others in social settings (family, cultural environment, media diffusion) affect knowledge acquisition. Therefore, it promotes the establishment of interactive instructional environments to achieve learning outcomes.
The two methods consider that students achieve mastery through various stages of learning and address these “steps” or “levels of processing” with “reinforcement schedules” or “scaffolding” techniques. In both cases, learning goals are predetermined and lessons either “shape” behaviour or provide “modeling” to facilitate the learner’s knowledge acquisition.
For classical conditioning, learning happens when the individual responds to specific stimuli in a desired way. This method is well suited for tasks involving rote memorization of facts or operations (introductory learning). According to the SCL theory, learning occurs through problem-solving experiences shared with a mentor, instructor or peer. This approach lends itself to classifying, organizing or synthesizing content (advanced knowledge).
For behaviourists, reward and punishment encourage prescribed mechanistic behaviours. SCL also uses reinforcement, but suggests that it affects the learner’s motivation rather than behaviour.
In SCL, language is an essential transmission tool for learning. This tool not only serves to externalize the knowledge, but also as self-talk, which influences the student’s attitude. Behaviourism cannot explain how children distinguish new words without reinforcement.
SCL assessment provides opportunities to evaluate the learning process as well as objective knowledge applications, while behaviourism usually resorts to standardized testing models. For behaviourists, self-regulated learners produce the right answer; for SCL, they monitor their own progress.
Conclusion
In conclusion, both approaches program the learner’s knowledge acquisition and endeavour to demonstrate expertise objectively. The goal of social cognitive learning is to facilitate knowledge through communication, whereas behaviourism is about training the individual learner through successes and mistakes.
References
Standridge, M., (2002). Behaviourism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Available online: http://www.coe.uga.edu/epitt/Behaviorism.htm
Mergel, B. (1998). Design & Learning Theory. In Educational Communications and Technology, University of Saskatchewan. Retrieved from: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm, May 23, 2008.
Boetcher, J., (1998). Pedagogy and Learning Strategies, California State University at Sacramento.
Retrieved from: http://vccslitonline.cc.va.us/usingweb/bckgrnd.htm, May 24, 2008
Stanford University, Behaviorism. First published Fri May 26, 2000; substantive revision Mon Jul 30, 2007
Retrieved from: http://plato.stanford.edu/entries/behaviorism/, May 24, 2008