Abstract
Social learning theory (SLT) is often described as an intermediate between behaviorism (traditional learning theory) and cognitive theory. Behaviorism focuses on one particular view of learning: a change in external behavior achieved through the use of reinforcement and repetition to shape behavior which relates to rote learning. Cognitive learning theory advocates that the different processes concerning learning can be explained by analyzing the mental processes. Thus, SLT is a bridge between behaviorism and cognitive approach. In this chapter, we argue that SLT is still a valid theory supporting the teaching and learning of science. Learning in science is not limited to understanding co-construction of scientific concepts, but includes developing learners’ science process skills by engaging them to work in a group to solve the problem, to carry out projects, to engage in role-play and to conduct inquiry learning to make/construct the meaning of science concepts, issues, and phenomena. These activities in science teaching and learning reconcile with SLT which includes observation, attention, retention, motivation, and different types of modeling. Using this argument, we suggest that social learning theory reconciles with the principles of teaching and learning of science.
We human beings are social beings. We come into the world as the result of others’ actions. We survive here in dependence on others. Whether we like it or not, there is hardly a moment of our lives when we do not benefit from others’ activities. For this reason, it is hardly surprising that most of our happiness arises in the context of our relationships with others.
―Dalai Lama XIV.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature & Language, 1(1), 9–16.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Blunsdon, B., Reed, K., McNeil, N., & McEachern. (2003). Experiential learning in social science theory: An investigation of the relationship between student enjoyment and learning. Higher Education Research & Development, 22(1).
Boundless Psychology. (2016). Bandura and observational learning. Boundless Psychology. Retrieved from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/learning-7/cognitive-approaches-to-learning-48/bandura-and-observational-learning-203-12738/.
Chen, M. (2015). Social development theory. University of Victoria. [E-book]. Retrieved from https://onlineacademiccommunity.uvic.ca/learningdesign/wp-content/uploads/sites/1178/2015/06/Mingli-Chen-ebook.pdf.
Chomsky, N. (1959). Review of skinner’s verbal behavior. Language, 35(1), 26–58.
Culatta, R. (2015). Social learning theory. Innovative Learning. [Blog post]. Retrieved from http://www.innovativelearning.com/teaching/social_learning_theory.html.
Edinyang, S. D. (2016). The significance of social learning theories in the teaching of social studies education. International Journal of Sociology and Anthropology Research, 2(1), 40–45.
Facione, P. A. (2007). Critical thinking: What it is and why it counts. [Blog post]. Retrieved from http://www.telacommunications.com/nutshell/cthinking7.htm.
Fontana, D. (1995). Psychology for teachers (3rd ed.). Hampshire and New York: Palgrave.
Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238–264.
Hackling, M. W. (2005). Working scientifically. Implementing and assessing open investigation work in science: A resource book for teachers of primary and secondary science. Published by Western Australia: Department of Education and Training. Perth.
Huitt, W., & Monetti, D. (2008). Social learning perspective. In W. Darity (Ed.), International encyclopedia of the social sciences (2nd ed., pp. 602–603). Farmington Hills, MI: Macmillan Reference USA/Thompson Gale. Retrieved from http://www.edpsycinteractive.org/papers/soclrnpers.pdf.
Hung, D., & Swe Khine, M. (2006). Engaged learning with emerging technologies. New York, NY 10013 USA: Springer.
Jarvis, P., Holford, J., & Griffin, C. (2003). The theory and practice of learning (2nd ed.). London: Kogan- Page.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist., 31(3/4), 191–206.
Jonassen, D. H., & Strobel, J. (2006). Modeling for meaningful learning. In D. Hung & M. Swe Khine (Eds.), Engaged learning with emerging technologies (pp. 1–27). Springer.
Kelland, M. (2015). Learning theory and personality development. OpenStax-CNX module: m58073. [Blog post]. Retrieved from https://cnx.org/contents/R3cpfhGP@1/Learning-Theory-and-Personalit.
Kihlstrom, J. (2014). The evolution of cognitive social learning theory. [Blog post]. Retrieved from http://socrates.berkeley.edu/~kihlstrm//MemoryWeb/learning/SocialLearningTheory.html.
Laliberte, M. D. (2005). A (very) brief history of learning theory. Worcester Polytechnic Institute NERCOMP SIG. Presentation Retrieved from http://file.upi.edu/Direktori/FPIPS/JUR._PEND._SEJARAH/195704081984031-DADANG_SUPARDAN/BRIEF_HISTORY_OF_LEARNING.pdf.
Oğuz, A. (2007). A look at the theories on the formation of science concepts via samples from theory to practice. Education, Science, Society Journal, 5(19), 26–51.
McDevitt, T. M., & Ormrod, J. E. (2002). Child development and education. Upper Saddle River, NJ: Merrill Prentice Hall.
McLeod, S. A. (2016). Bandura—Social learning theory. [Blog post]. Retrieved from www.simplypsychology.org/bandura.html.
Miller, N. E., & Dollard, J. (1941). Social learning and imitation. In R. Culatta (Ed.), (2015) Innovative learning. New Haven: Yale University Press. Retrieved from http://www.innovativelearning.com/teaching/social_learning_theory.htm.
Ministry of Education. (2008). The Ontario curriculum grades 11 & 12, science. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf.
Mukhopadhyay, R. (2013). Problem solving in science learning—Some important considerations of a teacher. Journal of Humanities and Social Sciences, 8(6), 21–25.
Ormrod, J. E. (2008). Educational psychology: Developing learners. Upper Saddle River, N.J. Pearson/Merrill/Prentice Hall. 6th Ed.
Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connel, A. A. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the early childhood longitudinal study. Journal of Research in Science Teaching, 48(2), 217–235.
Science Education for Responsible Citizenship. (2015). Report to the European Commission of the Expert Group on Science Education. Directorate-General for Research and Innovation. European Commission B-1049 Brussels. Retrieved from http://ec.europa.eu/research/swafs/pdf/pub_science_education/KI-NA-26-893-EN-N.pdf.
Sternberg, R. J., & Williams, W. M. (2009). Educational psychology. Merrill. Pennsylvania State University.
Stone, D. (1998). Social cognitive theory. Article Retrieved from http://mrspettyjohn.pbworks.com/f/SocialCognitiveTheory.pdf.
UNESCO. (2012). The positive impact of eLearning—2012 update, white paper. Education Transformation. Retrieved from http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/pdf/The%20Positive%20Impact%20of%20eLearning%202012UPDATE_2%206%20121%20(2).pdf.
Wikipedia. (2017). Social learning theory. Retrieved August 25, 2017, from https://en.wikipedia.org/wiki/Social_learning_theory.
Willard, E. (2015). Origins of social learning theory. [Blog post]. Retrieved from https://www.tutor2u.net/psychology/reference/origins-of-social-learning-theory.
Wismath, S., Orr, D., & Zhong, M. (2014). Student perception of problem solving skills. Transformative dialogues. Teaching and Learning Journal, 7(3), 1–17.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Further Reading
Further Reading
Crittenden, W. F. (2005). A social learning theory of cross-functional case education. Journal of Business Research, 59, 960–966.
Mesoudi, A. (2017). Pursuing Darwin’s curious parallel: Prospects for a science of cultural evolution. Proceedings of the Natural Academy of Sciences, 114(30), 7853–7860.
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Rumjaun, A., Narod, F. (2020). Social Learning Theory—Albert Bandura. In: Akpan, B., Kennedy, T.J. (eds) Science Education in Theory and Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-43620-9_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43619-3
Online ISBN: 978-3-030-43620-9
eBook Packages: EducationEducation (R0)