Social Cognitive Theory In High School

I have often heard the phrase, “give a man a fish and he will eat for a day but teach a man to fish and he will eat for a lifetime”. This is a prelude to reciprocal behavior in what is given, felt and or done in return as a result of something else. Everything that we do is learned. Our behavior tends to model the way we live and interact with each other. Our behavior dictates that we mimic or imitate others, seek out role models and sub-consciously reflect perceived emotions. Modeling and behaviorism outlined the general concept of how we are influenced.

“Modeling refers to behavioral, cognitive and affective changes deriving from observing the actions of others”. This brings to focus the three “Ls”, look, listen and learn. Observation …show more content…
The video seems to depict a classical conditioning behaviorism. The instructor sets up the lesson and the learners are forced to give reflexive responses based on “Charles law”. Charles Law measures the relationship between the temperature and the volume of a gas. Based on the formula outline by Jacques Charles, there is a direct relationship between the temperature and the volume. This means that as one increases so does the other. The operant behavior is also evident in the general demeanor of the learners and how they respond to the questions the instructor asks. The instructor uses cognitive modeling to teach the relationship between temperature and the volume of a gas. The instructor models the learners way of thinking in a simple demonstration by using three balloons of the same size with the assumption that they have the same amount of gas in each one. The balloons are placed in three containers with water of 100 degrees, 0 degrees and room …show more content…
According to the text, learning is based on observation and not on the learner’s thought process. The way the learner analyzed and interprets the model’s process accounts for the behavioral outcome. Behaviorism is often adapt in school, class management and learners with special needs (Pearson, chapter 6 pg. 216). In the video, the instructor models the learners’ behavior by introducing the three balloons with gas in different temperature and Charles law. The aim is to measure the learners’ responses throughout the lesson. Here, their behavior is directly affected the results from the gas in the balloons to the different temperatures. Some of the learners remain nonchalant while others are more open and engaging. Based on the results from the gas in the balloon at different temperature the learners were able to calculate the relationship between the gas and the temperature. The instructor takes care not to dive into Charles law; she had them observe the changes in the balloon first before she introduces Charles law formula. She employs direct modeling with classical conditioning to engage the