How would the learning be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on climate change.

A behaviorist:
1.Students need to preview, ready to do the study of climate change. If students are not prepared before class, then the understanding of concepts will become difficult. Preview can also connect the students’ knowledge and the knowledge in class, making it easier to understand climate change.
2.The teacher should break down the steps and make a step-by-step plan. The teaching plan should be gradual. Teachers should encourage students more in the teaching process to enhance students’ satisfaction with learning outcomes. Teachers should encourage more and punish less so that students can develop good habits and learn more firmly.
3.After class, teachers should post sufficient exercises for students to complete. Behaviorism believes that learning is stimulation and connection. Exercises can continuously enhance external stimulation so that the knowledge learned by students is continuously strengthened and not easy to be forgotten.
A cognitivist:
1.First of all, the teacher should first explain the principles of weather changes and some theoretical knowledge for students to understand, any learning activity should be based on understanding. In the teaching process, the understanding of weather changes is not based on the teacher’s explanation but should be to let students discover the laws of weather changes under the guidance of the teacher.
2.Not only must students acquire knowledge, but they must also have the ability to use and judge climate change correctly. The cultivation of ability can be obtained through conscious and organized practice.
3.At this stage, students need to use the knowledge learned in the first two stages reasonably, and teachers need to examine whether students fully understand climate change.
A Constructivist:
1.First of all, teachers should set learning goals. Constructivism emphasizes the contextuality and completeness of knowledge, which should be displayed in a real environment, and students can achieve their learning goals in the task of exploring reality. For example, take students to observe changes in the weather.
2.Develop a study plan suitable for high school students and provide appropriate help and guidance. Design situational questions and learning resources suitable for students’ personalities.
3.To study in a real situation, the teacher can take the students outdoors to observe the weather changes or let the students record the sky changes and weather over a period of time.