Module:Teaching Methods(Computer studies and Agriculture)

Codes:TCS80UY CG A/TAG80UY C A

Assignment no:1 Due

date:26/03/2024

Lecturer’s name:MUNDIA EBBEN SIMASIKU

Student names Student numbers Course

Tjihuro Tjehavangere 202255646 BHESE
Shanyengange Ndasil- 220013683 BHESE
wohenda
Uendjihonga Nganjone 202108104 BHESE
Manfred H Haingura 202289575 BHESE
Toivo Shikongo 202157822 BHESE
Andmorens N.E.E 220024022 BHESE
Gamaseb
Ester shilimela 202159817 BHESE
Justin L Muyahiso 202100324 BHESE
Amunime Matti 190048352 BHESE
BHESE

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Introduction

In the backdrop of education,numerous philosophies/theories of teaching and learning

lead educators in understanding the dynamics of knowledge acquirement and distribu-

tion.This assignment explores into the application of key theories Behaviourism,Con-

structivism,Transformative Learning Theory,Social Learning Theory and Connectivism

in facilitating learner-centred methods within the Namibian education system,focusing

on the major subject.

Behaviourism:

Behaviourism highlights that learning is an end result of stimuli and responses,high-

lighting noticeable behaviors.In a learner-centred approach,teachers can apply be-

haviourist ideologies by constructing activities to bring about desired responses.For

example,in an agriculture class,learners can conduct experiments to observe the ef-

fects of temperature on plants,emphasizing perceptions through practical experi-

ence.The teacher’s role includes giving clear instructions and feedback to direct learn-

ers towards learning objectives.Learners learn by observing the behavior of

others,whether adults and authority figures or peers their own age.

In Behaviorism,the learner's mind is a blank slate prepared to captivate knowledge and

repetition and strengthening are key procedures for working together with learners.For

example,to strengthen desired behavior,the teacher will utilize either negative or posi-

tive strengthening,positive reinforcement might include rewarding or praising a behav-

ior,such as volunteering during group discussions or completing agricultural homework

or assignments on time.Repetitively use body language and nonverbal or physical

signs to strengthen and manage behavior for example,one educator suggests folding

your arms and moving to a specific area of your classroom when your learners are be-

coming disruptive to the learning environment (National University,n.d).

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Constructivism:

Constructivism highlights that learners enthusiastically make up knowledge through

their familiarities and associations with the environment.In a learner-centred

setting,teachers facilitate this procedure by planning activities that encourage

analysis,investigation and reflection.For example,in an Agriculture class,students can

take part in group discussions or research projects to analyze the ways of doing re-

search in Agriculture and construct their understanding of research areas.Here,the

teacher acts as a facilitator,directing discussions,posing provocative questions and

scaffolding learning experiences to support learners in constructing meaning.Construc-

tivism highlights that learners learn new material by building on or creating prior knowl-

edge.This specifies a more energetic approach to learning,as opposed to

Behaviorism,in which learners appear to take a more inactive role in learning.Cognitive

constructivism is associated with Jean Piaget,whereas Social constructivism is associ-

ated with Lev Vygotsky,the pioneer.Constructivism asserts that learning is an active

and constructive process(Ormrod,2021).According to Jonassen(1991),learners actively

engage with new information by relating it to their existing knowledge and experiences.

Constructivists believe that learners are energetic participants in the learning process

rather than inactive consumers of knowledge.Brooks and Brooks(1993)propose that

learners create their understanding through exploration,inquiry and reflection.They ex-

pand on their existing cognitive structures to generate new knowledge and

meaning(Brooks&Brooks,1993).Furthermore constructivism highlights the social and

cultural contexts of learning(Vygotsky 1978).Learning,according to

Vygotsky(1978),takes place in a social setting in which learners interact with one an-

other,participate in collaborative activities and negotiate meaning.Here is an example

of how to apply constructivism theory in an agricultural science classroom as a

teacher:Hands-on Learning Activities:Give learners hands-on learning opportunities

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where they may actively engage with agricultural principles and practices.This could

include laboratory experiments,field trips to farms or agricultural research facilities or

hands-on activities like establishing and managing a school garden.Encourage learn-

ers to investigate,observe and experiment with agricultural activities in real-world set-

tings.

Transformative Learning Theory:

Transformative Learning Theory recommends that learning includes critically empha-

sizing on prevailing beliefs and perspectives,leading to transformative variation in un-

derstanding.In a learner-centred environment,teachers create chances for learners to

challenge their molds and discover varied viewpoints.For example,in an Agriculture

class,students can participate in debates on social issues that affect farmers,encour-

aging them to reassess their perceptions and develop empathy.The teacher plays a

role as a facilitator of discussion,providing resources and fostering a supportive envi-

ronment for transformative learning to occur.Jack Mezirow proposed Transformative

Learning Theory,which states that learning necessitates an insightful and transforma-

tive change in an individual's perception,beliefs and assumptions.Mezirow defines

transformative learning as individuals critically reflecting on their experiences,challeng-

ing their existing frames of reference and reconstructing their understanding of them-

selves and the world around them(Mezirow,1991,as cited in Andreev,2023).

Using Transformative Learning Theory in an agricultural science lesson can assist

learners to convey critically on their understandings,challenge their presumptions and

achieve a better knowledge of agricultural topics and practices.Reflective exercises

should be used to encourage learners to critically reflect on their agricultural science

learning experiences.Encourage learners to keep a diary of their ideas,feelings and in-

sights connected to course material,fieldwork experiences or encounters with agricul-

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tural experts.Assist learners in discovering how their perceptions and beliefs about

agriculture have changed over time.

Social Learning Theory:

Social Learning Theory highlights the importance of social relations and observational

learning in the learning process.In a learner-centred approach,teachers promote team-

work and peer learning by establishing group activities and cooperative projects.For

example,in an Agriculture class,students can work together to solve problems such as

pests and weeds control in the school garden.The teacher acts as a guide,nurturing a

collaborative classroom culture and giving chances for peer feedback and mentorship.-

Social learning highlights that learners learn by observing models,such as their teach-

ers and other authority figures in school.According to Social Learning Theory,specta-

tors process and think about what they see being demonstrated,which when combined

with environmental situations,leads to the adaptation and imitation of positive or nega-

tive behavior.During the 1980s,Bandura expanded and dubbed his theory Social Cog-

nitive Theory or SCT(National University,n.d).

Using Social Learning Theory in an agricultural science lesson can improve the learn-

ers' understanding of subjects,enhance collaboration and encourage active participa-

tion.Here's how you can include Social Learning Theory into your teaching practices:

Collaborative Projects:Set up group projects that challenge learners to work together

to solve agricultural problems or design experiments.Encourage learners to share their

knowledge,skills and opinions with their classmates,creating collaborative learning en-

vironments where they can learn from one another via interaction and conversation.

Peer Teaching:Hold peer teaching sessions in which learners take turns teaching

ideas or showing skills to their classmates.Learners get a deeper understanding of

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agricultural science principles by teaching others,while also providing important learn-

ing opportunities for their classmates.

Connectivism:

Connectivism suggests that learning is dispersed through networks of people and

technology,highlighting the role of digital resources and online communities in knowl-

edge acquirement.In a learner-centred setting,teachers leverage technology and on-

line platforms to facilitate access to information,encourage studies and nurture connec-

tions with experts and peers.For instance,in a Computer Science class,learners can

participate in online forums or coding communities to share resources,work together

on projects.The teacher functions as a custodian of digital resources,guiding students

in navigating online information sources and adopting digital literacy skills.Connec-

tivism is described as a 21st-century learning theory.But,aside from its recent emer-

gence as a learning theory.Critically,Connectivist Learning Theory makes good use of

technology,which is an important instrument for learning,especially among Generation

Z learners and future generations.Connectivism also places a high value on the ability

to locate and sort through information in order to conduct credible research.A Connec-

tivist approach to education could include having your learners collaborate on a blog or

establish a podcast activities that combine technology with group and community in-

volvement (National University,n.d).

Introduce additional educational technology into the classroom.

Teach learners how and where to obtain quality information and perform sound re-

search a key ability that will benefit them in tasks such as writing and studying through-

out their academic careers.Social media networks and online collaboration tools can

help learners communicate and collaborate more effectively.Set up online group chats

or social media groups where learners may exchange ideas,ask questions and discuss

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agricultural topics.Encourage learners to work on projects together,share resources

and provide feedback to one another.

Conclusion

In conclusion,the integration of Behaviourism,Constructivism,Transformative Learning

Theory,Social Learning Theory and Connectivism enriches learner centred education

by catering to different learning styles and adopting active engagement and critical

thinking.By understanding and applying these theories in the context of the major sub-

ject,teachers can create dynamic learning environments that empower students to

construct knowledge,develop skills and thrive in the 21st-century world.

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Reference List

1.Skinner, B. F. (1957). Verbal behavior. Copley Publishing Group.

2.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological

processes. Harvard University Press.

3.Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

4.Bandura, A. (1977). Social learning theory. Prentice Hall.

5.Siemens, G. (2005). Connectivism:A learning theory for the digital age. International
Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

6.National University. (n.d). Learning Theories:Theories of Learning in Education. Na-

tional University Blog. https://www.nu.edu/blog/theories-of-learning/

7.Andreev, I. (2023, July 5). Learning Theories -Transformative Learning.

Valamis.https://www.valamis.com/hub/transformative-learning#:~:text=A
%20transformative%20experience%20gives%20an,meaning%20of%20their%20lives
%20consciously.

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