Psychological foundation of Education

Psychological foundation of Education

2. Psychologyderived from
the Greek “psyche” which
means soul.
It is a disciplinedevoted
to the studyof behavior,
mind, and thought.

3. It dealswith the study of
mental processesthat
determines a person’s
behaviorand thinking.

4. When applied to teaching
and learning, it provides
understanding how students
learn and understand a body
of knowledge.

5. has to know how
students’ learnand take
into consideration
individual differences
when designing a
curriculum.

6. Is interestedin knowing
how organization of the
curriculum can enhance
learning.

7. The curriculumcan be
considered successful , if
the students learn and
gain knowledge.

8. A well known scholarin
curriculum development.

9. He proposed in the 1960s
thatanything is to be taught
in the classroom should be
subjected to a psychology
“screen”to establish
whether they are congruent
with how humans learn.

10. There are four psychological
perspectives on curriculum:
1. Behaviorism
2. Cognitivism
3. Humanism
4. Constructivism

11. CURRICULU
M
BEHAVIORIS
M
-Pavlov
-Skinner
-Thordike
-Bandura
COGNITISM
-
Wertheimer
-Kohler
-Miller
-Craik
-Tulving
-AusubelConstructivis
m
-Bruner
-Piaget
-Vygotsky
-vonGlaserfe
HUMANIS
M
-Maslow
-Rogers
-Combs

12. –In 1879 ,WilhemWundt
established the first
laboratory in Germany
dedicated to the scientific
study of human thought
processes which is often used
as the beginning of modern
psychology.

13. . His approach to using
experiments to study the
human mind moved to
psychology from the
domain of philosophy to
the laboratory using
Introspection method.

14. Ivan Pavlov-famous Russian
psychologist introduced the theory
of classical conditioning through a
series of experiementswith dogs.
Based on the Law of Association
proposed by Greek philosophers
such as Aristotle,heshowed that an
organism can associate a particular
stimulus(S) with a particular
response ( R ) Learning is the result
of an association formed between
stimulus and a response.

15. Edward Thordike( 1874-1949 )
defined learning as a habit
formation.He proposed three laws
which are called:
Law of Effect-if a response is
followed by a pleasurable or
rewarding experience the response
will be strengthened and become
habitual.

16. Law of Exercise–connections
between stimulus and response is
strengthened with practice and
weakened when practice is
discontinued.
Law of Readiness–Certain
behaviorsare more likely to be
learned than others because the
nervous system of the organism is
ready to make the connection leading
to a satisfying state of affairs.Itis a

17. BurrhusFrederic Skinner( 1900-1980 ) –The theory of
Skinner is based upon the idea that learning is a
function of change in overt behaviour.Heintroduced
the term “ operant ”
which means to act upon. For example a child will do
her homework because she knows that she will be
allowed to watch her favourite TV program. When a
particular response or behaviour is reinforced , the
individual is conditioned to respond.
Reinforcementis the key element in Skinners S-R
theory.

18. Albert Bandura( 1925-present )
–The social learning of Bandura
emphasized the importance of
observing and modelling the
behavior, attitude,and
emotional reactions of others.
Learning would be a slow
process if people had to rely
solely on their own efforts to do
anything.

19. For the student to learn he or
she must watch and pay
attention to the model and the
behaviorbeing modelled. The
information observed must be
retained in some form by
memory. Next , the student
must have the necessary motor
and cognitive skills to
reproduce the modelled
behaviour.

20. Use a system of rewards to
encourage certain behaviorsand
learning.
When learning is factual material
provides immediate and frequent
feedback for complex and difficult
concepts.
Provide practice drill and review
activities to enhance mastery of

21. Breakdown complex into
smaller and manageable sub
skills.
Sequence materials to
enhance understanding .
Model the behaviorstudents
are to imitate and repeat
demonstrations when
necessary.

22. Reinforce when students
demonstrate the modelled
behaviour.
State the learning outcomes
desired for the benefit of both
teachers and students.
Establish a contract reward
with students on the work to be
done and what rewards will be
given.

23. Is the study in psychology that
focuses on mental processes
including how people
perceived, think, remember,
learn ,solve problems and
direct attention to one stimulus
rather than one another.

24. Cognitivistfelt that it was
necessary
to investigate how learners make
sense of what they learn,even
though such mental events are
difficult to observe and measure
objectively.
Cognition-can be defined broadly
as the act or process of knowing.
Cognitive theories of learning focus
on the mind or “ black box”

25. and attempt to show how
information is received,
assimilated, stored and
recalled.

26. The Information Processing
Approach -
a Stage Theory proposed by
Atkinson and Shriffin( 1968 )
argues that information is
received, processed and
stored in three different stages

27. Types of
Information
visual
auditory
smell
touch
taste
S
E
N
S
O
R
y
Memor
y
SHORT
TERM
MEMOR
Y
( STM)
LONG
TERM
MEMOR
Y
( LTM)
RESPON
SE
(THREE STAGES OF MEMORY (ATKINSON AND
SHRIFIN ,1968

28. The sensory memory receives
information from varoussources and
the brain will only focus on information
that has been attended to.
Sensory Memory is very short and last
for ¼ second. It has a very limited
space.
Long Term Memory has an unlimited
capacity or space.
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