1h.ed Principles Theories Learning Teaching

HEALTH EDUCATION:
PRINCIPLES AND THEORIES IN

TEACHING AND LEARNING
APRIL ANN F. FLORES, RN, LPT
INSTRUCTOR
HEALTH EDUCATION
 Process of providing information and advice related to healthy lifestyle
and encouraging the development of knowledge, attitudes and skills
aimed at behavior change of individuals or communities (WHO)
 Education for health begins with people as they are, with whatever
interests they may have in improving their living conditions

AIMS OF HEALTH EDUCATION:
1.To develop sense of responsibility regarding health
2.Early diagnosis and management
3.Promote utilization of available resources
PRINCIPLES OF HEALTH EDUCATION:

1.Interest
2.Comprehension
3.Reinforcement through repetition
4.Participation
5.Motivation
6.Proceeding from the known to the unknown
7.Good Human Relations
Learning Theory
 a coherent framework and set of integrated constructs and principles that
describe, explain or predict how people learn, how learning occurs, and what
motivates people to learn and change (BIgge & Shermis,1992)
 Three major learning theories that are widely used in patient education and
health care practice:
• Behaviorist
• Cognitive
• Social Learning
Behavioral Theory
 Behaviorism, also known as behavioral psychology, is a theory
of learning which states all behaviors are learned through
interaction with the environment through a process called
conditioning. Thus, behavior is simply a response to
environmental stimuli.
CLASSICAL CONDITIONING
- Classical conditioning is a learning process in which an association is made between
a previously neutral stimulus and a stimulus that naturally evokes a response.
An example in the classical conditioning ( Pavlov’s classic experiment)
RESPONDENT CONDITIONING
1. Classical/ Pavlovian Conditioning
→ a process which influences the acquisition of new responses to environmental stimuli
2. Systematic desensitization
→ based on the principle that repeated and gradual exposure to fear- inducing stimulus
under relaxed and non-threatening circumstances will give the patient that sense of
security
3. Stimulus generalization
→ is the tendency to apply to other similar stimuli what was initially learned
4. Spontaneous recovery
→is usually applied in relapse prevention programs (RPP) and may explain why it is quite
difficult to completely eliminate “unhealthy habits and addictive behaviors” which one may
claim having successfully “kicked the habit
Operant Conditioning
- is a learning process in which the probability of a response occurring is increased or decreased
due to reinforcement or punishment
- first studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant
conditioning is that the consequences of our actions shape voluntary behavior.
For example, when lab rats
press a lever when a green
light is on, they receive a
food pellet as a reward.
When they press the lever
when a red light is on, they
receive a mild electric
shock. As a result, they
learn to press the lever
when the green light is on
and avoid the red light.
Operant conditioning relies on a fairly simple premise: Actions that are
followed by reinforcement will be strengthened and more likely to
occur again in the future. If you tell a funny story in class and
everybody laughs, you will probably be more likely to tell that story
again in the future.
If you raise your hand to ask a question and your teacher praises your
polite behavior, you will be more likely to raise your hand the next time
you have a question or comment. Because the behavior was followed
by reinforcement, or a desirable outcome, the preceding action is
strengthened.
Reinforcement in Learning
Reinforcements
- are events that strengthen responses.
- it is one of the most powerful tools or procedures used in teaching
and is major condition for most learning to take place.
POSITIVE
NEGATIVE
Positive Reinforcement - any consequences of behavior that leads to an increase
in the probability of its occurrence
Ways of employing positive reinforcement:
◦Verbal ways – “good”, “well done”; “that was a well- expressed opinion”; “I like the
way you answered the question of the patient’s mother
◦Non-verbal ways like nodding, smiling, looking pleased, writing student’s comments
on the board, giving “thumbs up” sign especially where group work is concerned
◦Citing in class or publishing on the bulletin board exceptional works or outputs
◦Recognition ◦Tangible rewards
◦Learning Activities ◦School Responsibilities
◦Status Indicators ◦Incentive Feedback
◦Personal Activities
NEGATIVE REINFORCEMENT
- a consequence that leads to a reduction in the frequency of the
behavior that produced it
5 dangers
1.Reinforcing the punisher
2.Generalized inhibiting effect
3.Learning to dislike/reacting aggressively
4.Criticism trap
5.Does not teach appropriate behavior
COGNITIVE LEARNING THEORY
Type of Intelligence Description
COGNITIVE THEORIES
1.Linguistic Dealswithwrittenandspokenwordsorlanguage
- Cognition is more than knowledge
2.Logical/Mathematical Referstoinductiveanddeductivereasoning:abstractionsanddiscern
acquisition mentofnumericalpattern
- Stresses that mental processes or cognition

occur between the stimulus and response 3.Spatial/Visual Involvestheabilitytovisualizeanobjectorto
createinternalormentalimages;abilitytotransformorre-
createimages
- Involves intelligence (ability to solve
problems)
4.Musical/Rhythmic Sensitivitytorhythmandbeat,recognitionoftonalpatterns&pitch,an
- Theory of Multiple Intelligence dappreciationofmusicalexpression
Piaget’s 4 major periods of cognitive

development 5.BodilyKinesthetic Takinginandprocessingofknowledgethroughtheuseofbodilysensati
on;learningisaccomplishedthroughtheuseofbodylanguageorphysic
almovement
 Sensorimotor
 Abstract Thinking
6.InterpersonalIntelligence Emphasisoncommunicationandinterpersonalrelationships
 Logical Thinking
 Assimilation and Accommodation 7.IntrapersonalIntelligence Relatedtoinnerthoughtprocessessuchasreflectionandmetacognitio
n;includesspiritualawarenessandself-knowledge
Social Learning Theory
Observational learning describes the process of learning through watching others,
retaining the information, and then later replicating the behaviors that were observed
For example, think of how a child watches his parents wave at one another and then
imitates these actions himself. A tremendous amount of learning happens through this
process of watching and imitating others. In psychology, this is known as observational
learning.
Albert Bandura
The social learning theory of personality development of Bandura assumes that all
actual behavior patterns must be learned through traditional learning ( by
reinforcement) and observational learning ( by modeling)
FOUR OPERATIONS INVOLVED IN MODELING
ATTENTIONAL PROCESSES - determine what a person can do and
what he or she can attend to
RETENTIONAL PROCESSES - determine how experience is encoded or
retained in memory
MOTOR REPRODUCTION PROCESSES - determine what behavior can
be performed
MOTIVATIONAL AND REINFORCEMENT PROCESSES - determine the
circumstances under which learning is translated into performance
KNOWLE’S (1990) THEORY OF ADULT
LEARNING
Adult learning is more learner-centered than teacher-centered
The learner becomes an independent self-directed human being
Previous experiences of the adult serve as a rich source for learning
Readiness to learn is more oriented to the developmental tasks of
social roles
There is a shift of learning orientation from being subject-centered to
problem-oriented
PEDAGOGY VS ANDRAGOGY
PEDAGOGY ANDRAGOGY
LEARNER Dependent upon instructorTeacher assumes responsibility Self-directedLearner is responsible for own learningSelf-
for what is taughtTeacher evaluates learning evaluation
ROLE OF LEARNER’S EXPERIENCE The learner comes to the activity with little The learner brings a great volume of experience
experienceExperience of teacher is influential
READINESS TO LEARN Students are told what to learn Any change triggers readiness to learn
ORIENTATION TO LEARNING Contents are sequenced according to logic of subject matter Learners want to perform a task, solve problem, live in a
satisfying way
MOTIVATION FOR LEARNING Primarily motivated by external pressures, competition for Internal motivators: self-esteem, recognition, self-
grades& consequences of failure confidence, self-actualization

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HEALTH EDUCATION:

PRINCIPLES AND THEORIES IN

and encouraging the development of knowledge, attitudes and skills

aimed at behavior change of individuals or communities (WHO)

interests they may have in improving their living conditions

PRINCIPLES OF HEALTH EDUCATION:

of learning which states all behaviors are learned through

interaction with the environment through a process called

conditioning. Thus, behavior is simply a response to

- Stresses that mental processes or cognition

Piaget’s 4 major periods of cognitive

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