Adolescent Learning in Secondary School Classrooms

Adolescent Learning in Secondary School Classrooms

Introduction

The main purpose of this paper is to make an analysis on the adolescent learning. The paper discusses the adolescent learning by making discussion on the behaviorism and constructive/socio-cultural adolescent learning theories. This paper is a reflection of the implication of these two theories on the productive adolescent learning in secondary school classrooms.

Discussion

There is a great role of the theories of behaviorism, constructivism and socio cultural adolescent learning theories on adolescent learning in secondary school classrooms. These theories are the basic constituent about the ways through which the adolescent in the secondary school classrooms should be developed (Bailey, 2009).

Behaviorism and Constructivism

The term "behaviorism" is applied to several different philosophical and psychological currents. The psychological behaviorism is the historically important paradigm within psychology. It forms first, a philosophical position, and describes that how psychological research can be performed in a scientific manner (Callaghan, 2011). This position has shaped the methodology of psychology today. On the other hand, it refers to a number of psychological research directions.

Behaviorist ideas were in the psychological and philosophical reception discussed controversially and often violently attacked. Unfortunately, many reviews, that a more accurate knowledge of the different behavioral ideas is not very common. Detailed knowledge is necessary, however, because the different behavioral tendencies come from different assumptions.

The behavioral research programs in psychology are probably beside the deep psychological ones with the clearest paradigmatic identity. Under the label, "behaviorism" is known to be grouped together since the first programmatic work Watson (1913) ("Psychology as the behaviorist views it"). The behavioral therapy (CBT) is important for the adolescents of secondary school in order to develop the adolescent learning capabilities (Brown, 2008).

This theory can be better used as the development of adolescent learning skills in adolescents of secondary school because it comprises following questions:

What problems and difficulties exist exactly (precise description of the problems),

she maintains, strengthens, weakens (conditions of the problems),

which student has made attempts to tackle the problems themselves (self-control experiments) and

how the problems arose (the genesis of the problems).

Behaviorism is the philosophy behind the science of behavior. This philosophy includes determining whether a science of behavior is possible, whether it is inclusive of all behavior, what types of methods are necessary in its use, and whether its laws are as rigorous and accurate as those in the hard sciences. Behaviorism began to be applied to education in the 1950s, both to help understand student adolescent learning and to guide teaching (Braye, 1995). The application of behaviorism to education was based on using principles that had developed in the laboratory and on improving and thus reforming the educational system. Behaviorism, like any science, has a history, a purpose, and a structure.

It is an important concept for adolescent learning in secondary school classrooms because to do this, field of psychology turned to the research methods of physiology, most notably to the methods of the Russian researcher Ivan Pavlov. Pavlov and others were interested in examining basic adolescent ...