Solving Word Problem Involving Money for Second Graders

Learning Theory 

Behaviorism is the first learning theory applied to this course. Often, when using this theory of learning students will be doing repetitive activities that require memorization, such as the memorization of coins and their value. Learning activities such as games and quizzes with immediate feedback and reinforcement for correct answers, utilize these behaviorism techniques that can help a student learn (Keramida, 2015).  Alternatively, there can be drill style activities in which correct answers are rewarded with points (Greenwood, 2017). Clearly in these examples, correct answers are being rewarded. Additionally, many educational games rely on behaviorist theories as well, in which correct answers are rewarded within the game with points, badges, or something else game-relevant (Greenwood, 2017). Keramida (2015) also talked about gamification and its relationship to behaviorism. Unsurprisingly, earning points or lives and moving up leaderboards can be reinforcing. That can be incredibly motivating for people and that is critical in learning. 

Cognitivism will also be utilized in this course. Throughout the course information will be provided and practiced in small steps. This is designed to prevent cognitive overload. Emory (2019) defines cognitive load as the amount of information a person can process accurately in their short term/working memory. Most research suggests that 4-7 bits of information can be processed simultaneously, but that can vary. If too much information is presented to a student, they get overloaded and some of the information is lost because they can’t process it all. Teachers and instructional designers can carefully plan instruction to maximize the use of the short-term memory and prevent cognitive overload. In this course, the instructor will teach concepts in their simplest form first and build more complexity later (Johnson, n.d.). This way of teaching leads to better and more lasting conceptual understanding (Emory, 2019). 

By using videos and simulations, other parts of cognitivism will be applied as well. In a video or animated media, using narration (but not text) in addition to visuals can be very effective (Emory, 2019). Mayer (2009) describes how using pictures and text can overload the visuospatial sketchpad. However, using spoken words with visuals utilizes both the phonological loop and the visuospatial sketchpad which reduces cognitive load in just one area. Additionally, when utilizing videos, observational learning will happen, which is another aspect of cognitivism. Hoose (n.d.) describes observational learning as happening when a person learns by watching someone else’s behavior and the consequences of that behavior. A person may replicate or imitate the observed behavior if the person they were watching was reinforced.  Alternatively, if a person is punished then the behavior is less likely to be imitated. This is very similar to behaviorism; however, it accounts for some cognitive reasoning and processes. Emory (2019) describes how when demonstrating how to solve a problem the student should be guided through an expert’s strategy and solution. This expert can also provide prompts that assist the student in determining how to solve the problem. As the student gains expertise, the guidance fades until the student can solve problems independently. This reduces cognitive load and utilizes observational learning theory. In the course, the instructor will model solving word problems successfully, then students will practice the same strategy.