After a clearance time I return to this issue that describe some constructivist and behavioral approaches. Each has its own, do not attempt here to see one better than another, only explain the point of view and summarize in a more friendly these concepts. Begin!
constructivist approach This approach raises the individual's own construction that was produced as a result of the interaction of its internal rules and their environment. His knowledge is not a copy of reality but a construction the person himself does . This construction results from the initial representation of information and activity, internal or external, we develop in this regard. This means that learning is not a simple matter of transmission, internalization and accumulation of knowledge but an active process from the person to assemble, expand, restore, interpret and build knowledge from the resources of experience and the information it receives.
Knowledge is a product of social interaction and culture where all higher psychological processes are acquired first in a social context and then internalized.
According to Piaget, effective learning requires students to actively operate manipulation of information to be learned, thinking and acting on it to review, expand and assimilate. He also raised what the student learns to require a state of imbalance, a kind of anxiety which serves as motivation to learn.
Then we can list specific benefits of constructivism:
1. You learn more and enjoy learning because they are more actively involved in it, rather than a passive.
2. Education works best when it focuses on critical thinking and understanding, rather than focusing on memorization. Constructivism focuses on learning how to think and understand.
3. Constructivist learning is transferable.
behavioral approach Under this approach, learning is a change in behavior in the way a person acts with a particular situation. Theorists such as JB Watson and BF Skinner THE Thomdike behavioral psychologists are considered because they are dedicated almost exclusively to the study of observable behaviors and behavioral changes. In fact, many behaviorists have refused even to discuss the concepts of thought and emotion, and that thoughts and emotions can not be observed directly.
behavioral theory "Classical" is related to the study of stimuli and responses. This line has found psychological change through the contributions of BF Skinner, who take the basic elements of classical behaviorism, incorporated new elements such as the concept of operant conditioning, which is on learned responses.
are called reinforcing stimuli to those who follow the response and have the effect of increasing the likelihood that the answers are issued in the presence of stimuli.
then mention some techniques for the acquisition, maintenance and retention of skills and knowledge:
1. Reinforcement - consists of presenting a reinforcing stimulus back to back with an answer. The enhancer is the stimulus that increases the likelihood of a response.
2. Shaping by successive approximations - First it identifies the task goal or terminal. It begins with the first link to the issue by providing reinforcing appropriate responses, once given the correct answer to the first link is continued to the next, acting the same way until you reach the terminal response.
3. Generalization and discrimination - occurs when a person with similar stimuli but not identical, issues the same answer, or to the same stimulus when issued similar responses. In the discrimination differentially responds to stimuli.
4. Modeling - consists in modeling the behavior you want to learn someone making clear the consequences following the behavior exhibited.
In conclusion, we can compare how they construct knowledge constructivist approach and the behavioral approach:
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