psycologicsl foundations of curriculum ppt

ABOUT PSYCOLOGICAL FOUNDATIONS OF CURRICULUM

1. PSYCOLOGICAL FOUNDATIONS OF CURRICULUM \

2. PSYCHOLOGY Deals with how humans learn and behave. Since the main goal of curriculum is to bring about learning, therefore, curriculum developers need to know how humans learn. Why? So that they can incorporate psychological principles when they design, develop and implement curriculum.

3. LEARNERS John Locke compared children's minds to blank slates or tabula rasa. Today, we know that children are not empty vessels but come to school with many different experiences, prior knowledge and expectations.

4. PSYCHOLOGICAL PERSPECTIVE • Learning is considered a habit-formation • Teaching is regarded as arranging learning experiences in such a way as to promote desirable. • Behaviorists believe that behavior can be conditioned by altering the environment. Manipulation of stimulus = desired response BEHAVIORISM

5. CURRICULUM BEHAVIORISM CONSTRUCTIVISM COGNITIVISM HUMANISM

6. BEHAVIORISM Learning is considered a habit-formation Teaching is regarded as arranging learning experiences in such a way as to promote desirable behavior.

7. BEHAVIORISM Behaviorists believe that behavior can be conditioned by altering the environment. Manipulation of stimulus = desired response

8. PROPONENT OF BEHAVIORISM

9. BURRHUS FREDERIC SKINNER OPERANT CONDITIONING - A learning process in which the process consequences which follow a response determine whether the behavior will be repeated. Behaviour will likely be repeated which has reinforced REINFORCEMENT AND PUNISHMENT

10. COGNITIVISM is a psychological approach that emphasizes the role of mental processes, such us thinking memory, perception, and problem-solving, in learning. Cognitivists believe that learning is an active process of constructing knowledge, not just passively receiving information.

11. PROPONENT OF COGNITIVISM

12. MAX WERTHEIMER Introduced the theory Gestalt Psychology. Focuses on how the mind perceives and organizes information as a whole, rather than individual parts. Proximity, Similarity, Closure, Continuity, Figure-Ground Relationship

13. PROXIMITY - items that are close together are perceived as belonging together. SIMILARITY - items that look alike are perceived as belonging together. CLOSURE - we tend to complete incomplete figures or patterns. CONTINUITY - we tend to perceived smooth, continous lines or patterns. FIGURE-GROUND RELATIONSHIPS - we perceived objects as distinct from their background.

14. HUMANISM The learner is a person who has feelings, attitudes and emotions. Past experiences such as failing grades have a huge impact on the student’s current inability to learn.

15. PROPONENT OF HUMANISM

16. ABRAHAM MASLOW Maslow’s Hierarchy of Needs Lower levels must be satisfied first before one could function at the higher levels. Scools cannot control all the influence that impinges on a learner, but they can create an atmosphere of trust, warmth and care.

17. CONSTRUCTIVISM construct knowledge rather than just passively take in information. learn through social interaction. learning occurs in linear stages.

18. PROPONENT OF CONSTRUCTIVISM

19. JEAN PIAGET Introduced the theory Cognitive Development theory Sensorimotor, Pre-operational, concrete and formal operations. Focus on how individuals construct knowledge.

20. SENSORIMOTOR - perception of the environment through the senses. PRE-OPERATIONAL - the ability to store words and language increases. CONCRETE OPERATIONS - develop logical thinking in relation to functions. Questioning Age FORMAL OPERATIONS - hypothesis testing, abstract thinking, maturity.