Contrasting Behaviorist and Constructivist Perspectives on Learning for Students with Emotional and Behavioral Disorders

Abstract

Behaviorism and constructivism provide different understandings of the learning process. This paper critically analyses these two learning theories in terms of how they organize and support learning and compares the different manifestations of their application with students with emotional and behavioral disorders (EBD). The author's own experiences are also used to analyze teaching practice based on these two learning theories. The article concludes by suggesting that authentic teaching situations should combine the two teaching methods and be tailored to students’ needs. Keywords: