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|Time line:||Since 1910s||Since 1960s||Since 1960s||Since 1990s||Since 2000s|
|What is learning:||Development of desired behavior||Acquisition of new knowledge and developing adequate mental constructions||A mean which should help learner in self-actualization and development of personal potentials||Construction of new knowledge||Process of network-forming|
|Control locus:||Environment||Learner||Learner||Learner||Mostly learner but also environment|
|Learner role:||Passive||Active and central to the process, he learns objective knowledge from external world||Active and discovery||Active, constructing his representation of knowledge using preferred learning styles||Knowledge acquisition in form of establishing connections to other nodes|
|Learning process:||Support of desired or punishing undesired behavior||An active process of acquiring and processing new information using prior knowledge and experience||Active learning through experience||Construction of subjective representation of knowledge based on prior knowledge and experience||Learning can also reside outside a person (within a database or an organization) and is focused on establishing connections|
|Critics:||Ignores learner and his mental processes, depends exclusively on overt behavior||Views knowledge as objective and external to the learner||More psychologically then experimentally grounded approach based on assumptions of free will and a system of human values which are generally believed to be true, yet sometimes discredited through counterexamples||There is little evidence for some constructivist views, and some even contradict known findings||A relatively new and according to some not fully developed theory|
|Authors:||Ivan Pavlov, Burrhus Skinner, John Watson||John Sweller, Richard Meyer, David Ausubel||Carl Rogers, Abraham Maslow||John Dewey, Jean Piaget, Lev Vygotsky, Philip Candy, Rosalind Driver||George Simens|