Theoretical Foundations of Education.pptx

Theoretical foundations in the discipline of education include understanding and valuing how to integrate scholarship into the practice of teaching. They also include knowing how to apply conceptual frameworks, theories, and models. The theoretical framework connects the researcher to existing knowledge. Guided by a relevant theory, you are given a basis for your hypotheses and choice of research methods. Articulating the theoretical assumptions of a research study forces you to address questions of why and how.

1. Theoretical Foundations of Education

2. PSYCHOLOGICAL FOUNDATIONS Psychology - related to the mental and emotional state of a person “Psychology” comes from the ancient Greek roots psyche, which means "mind", and logos, meaning "knowledge or study.” - " Study of the mind “ Foundation — an underlying basis principle for something

3. 1. PSYCHOLOGICAL FACTORS AFFECTING INDIVIDUAL DEVELOPMENT • Reflexes - inborn automatic responses to simple localized stimulation involving particular muscles of the body. • Drives, needs, wants, urges - Some refer to these instincts as drives. -Drives include hunger, thirst, lust, sex, or rest which create tensions in the individual.

4. • Capacities and special aptitudes - These include all those latent potentialities that an individual possesses which are developed through the process of education. • Temperament or emotion - refers to certain emotional predispositions of an individual. One with a poor temperament, one who is easily irritated and emotionalized even with trivial matters, will many social as well as learning problems that may retard his learning progress.

5. 2. BIO-PSYCHOLOGICAL DEVELOPMENT OF THE LEARNER 1. The Prenatal period - is from conception to birth. During this period all parts of the human body such as the integral organs, skeletal bones, and flesh are formed. 2. Infancy period - is from birth to 2 years old. Basic physical and psychological behavior patterns begin to develop such as rolling, crawling, sitting, standing, walking, talking, laughing, taking solid food, controlling the elimination of wastes, learning sex differences, relating emotionally with parents, kins and others.

6. 3. Early Childhood - is from 2 to 6 years. This is the pre-school age, the exploratory inquisitive period. The child wants to explore any place or anything he can reach and asks too many questions. 4. Late Childhood - is from 6 or 7 years to 11 or 12. This is the elementary school period. The child learns some manual skills taught at home and in school. 5. Puberty stage - is starts at about 12 or 13 years to 14 or 15 years. This is the stage when the urge of sex begins to assert itself rapidly .1n fact, man at this stage is capable of procreation.

7. 6. Early adolescence - the period from puberty to about 17 years. This is the late high school period. Rapid maturation occurs. Some young get married at this stage. 7. Late adolescence – this is from 18 to 21 years. The process of development continues; 8. Early adulthood - this is 21-40 years. New life adjustments occur such as courtship and marriage, parenthood, employment. recreational hobby, religious affiliation which may occur earlier, joining clubs, years of achievement.

8. 9. Middle Age – this period which is from 40-65 years is also a part of adulthood. At this stage, a man or a woman must have achieved most of his or her aspirations in life. 10. Old age - this period starts at age 65. This is the period of retirement.

9. 3. COGNITIVE THEORIES Cognitive theories first appeared last century but were usurped by behavioral theories earlier this century only to re-emerge as the dominant force again. The cognitive approach emphasizes how information is processed. 1. Bruner's Cognitive Learning Theory (Jerome Bruner) – emphasizes on “discovery” and “hands on”. The teacher should try and encourage pupils to discover principles by themselves and they should engage in an active dialog.

10. The 3 Stage in Bruner's theory of intellectual development are: Enactive (action-based) - where a person learns about the world through actions - representation of knowledge through actions - motor tasks as shaking rattles, holding bottles Iconic (image-based) - where learning occurs through using models and pictures, - Visual summarization of images - Pictures, visual stimulation, seeing objects

11. Symbolic (language-based) - Which describes capacity to think in abstract terms. - Use of words and other symbols to describe experiences - Language, numbers, alphabet, words, ( can be manipulated, ordered, classified) --in memory

12. 2. Ausubel’s Meaningful Learning Theory (David Ausubel ) - According to his theory, to learn meaningfully, individuals must relate new knowledge to relevant concepts they already know. New knowledge must interact with the learner’s knowledge structure. 3. Gagne's Cognitive Learning Theory (Robert Gagne) - According to Robert Gagne there are 9 events that provide a framework for an effective learning process. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity.

13. The following example illustrates a teaching sequence corresponding to the 9 instructional events for the objective, Recognize an equilateral triangle: 1. Gain attention — The idea is to grab the learners' attention so that they become involved in the learning process. (show variety of computer generated triangles) 2. Identify objective — The idea is to grab the learners' attention so that they will become involved in the learning process. (pose question: "What is an equilateral triangle?")

14. 3. Recall prior learning - Review any previous learning that you've done with your class and apply it to what they're learning now. (review definitions of triangles) 4. Present stimulus - Present the new information to the group in an effective manner. (give definition of equilateral triangle) 5. Guide learning - To help your class learn and retain the information, provide alternative that illustrate the information that you’re trying to convey. (show example of how to create equilateral)

15. 6. Elicit performance - Practice by letting the learner do something with the newly acquired skills, or knowledge. (ask students to create 5 different examples) 7. Provide feedback - After your team demonstrates their knowledge. Provide feedback and reinforce any points as necessary. (check all examples as correct/incorrect)

16. 8. Assess performance - Your Class should able to complete a test, or other measurement tool, to show that they’ve learned the material or skill effectively. Pupils should complete this test independently, without any help or coaching from you. (Provide scores and remediation) 9. Enhance retention/transfer — Inform the learners about similar problem situations, additional practice, put the learners in a learning transfer situation, and review the lesson. (shows pictures of objects and ask students to equilaterals)

17. SOCIAL LEARNING THEORIES Social Learning Theory Albert Bandura emphasized the process of observational learning in which a learner’s behavior changes as a result of observing others’ behavior and its consequences. Focuses to a much greater degree on the effects of cues on behavior and on internal mental processes, emphasizing the effects of thought on action and action on thought.

18. Most human behavior is learned observationally through modeling: from observation others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.

19. Important Concepts in Social Learning Theory First idea that people can learn through observation. Next is the notion that internal mental states are an essential part of this process. Finally, this theory recognizes that just because something has been learned, it does not mean that it will result in a change in behavior

20. 4 Phases Involve in Observational Learning 1. Attention – attend to and accurately perceive model’s behavior 2. Retention - remember the model’s behavior 3. Motor Reproduction Processes - translate symbolically coded memories of the model's behavior into new response patterns 4. Motivation Process – if positive reinforcement is potentially available, enact the modeled behavior

21. 5. CONSTRUCTIVISM Constructivism Learners build their own understanding Learners build their own understanding of the topic Learning is not linear. We prior knowledge/experiences to expand what we know and learn Learning is an active process Constructivism is best by Confucius' quote “ I hear and I forget. I see and I remember. I do and I understand ."