Social Learning Theory—Albert Bandura

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.