Psychological Foundation

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Psychological Foundation

• Foundation of Curriculum

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Psychology

• How do we learn (and think)?
• Why do students respond to teaching?
• And why do they respond differently?
• Curriculum
• Teaching and Learning are Interrelated
• Curriculum and psychology

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Psychology and Curriculum

• Psychology - curriculum
• Basis of understanding John Dewey
• a screen Ralp Tyler
• Modes of thinking Jerome Bruner
• Unifying elements of the learning process. It
  forms the basis for the methods, materials, and
  activity of learning serves for many curriculum
  decision (p. 100)

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Major Theories of Learning

• Behaviorism stimulus and reinforces
• Cognitivism mental operation
• Humanistic psychology whole child (social,
  psychology, and cognitive development)

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Behaviorism

• Connectionism (Thorndike)
• Theory
• Laws of learning (learning connection)
• Law of readiness, law of exercise, law of effect
• Specific stimuli and specific responses
• Influences
• Tyler generalized view of learning
• Bobbitt and Charters Specific Habits to be
  acquired
• Taba problem-solving and inquiry-discovery
• Bruner Learning how to learn

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Behaviorism

• Classical Conditioning (Pavlov, Watson)
• Theory
• Stimuli association (Bell and food)
• Key to learning
• Condition the child in early years of life to
  train them what you want them to be

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Behaviorism

• Operant Conditioning (Skinner)
• Theory
• Elicited responses definite stimulus
• Emitted responses unrelated identifiable
  stimulus
• Key to learning
• Operant behavior role of stimuli is less
  definite (Emitted)
• Reinforcement (Positive and Negative)

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Behaviorism

• Operant Conditioning (Skinner)
• Theory
• Elicited responses definite stimulus
• Emitted responses unrelated identifiable
  stimulus
• Key to learning
• Operant behavior role of stimuli is less
  definite (Emitted)
• Reinforcement (Positive and Negative)
• Lead to acquisition of new operants Behavior
  modification

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Behaviorism

• Observational Learning and Modeling (Bandura)
• Theory
• People learn through observation and modeling
• Key to learning
• Through modeling, learner can learn how to
  perform at sophisticated levels of performance

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Behaviorism

• Hierarchical Learning (Gagné)
• Theory
• The behaviors are based on prerequisite
  conditions.
• 8 types of learning Signal learning, stimulus
  response, motor chains, verbal association,
  multiple discrimination, concepts, rules, and
  problem solving
• Key to learning
• Cummulative process of learning
• Learning outcomes can be measured

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Behaviorism and Curriculum

• Curriculum should be organized so students
  experience success in master the subject matter.
• Behaviorist are very prescriptive and diagnostic
  in their approach.
• Rely on step-by-step structured methods for
  learning.
• Behaviorism in curriculum includes careful
  analyzing and sequencing of the learners needs
  and behaviors.

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Cognitivism

• Theories of Jean Piaget
• Describes cognitive development in terms of
  stages from birth to maturity
• Sensorimotor stage (0-2), preoperational stage
  (2-7), concrete operations stage (7-11) and
  formal operations (11 onwards)
• Key to learning
• Assimilation (incorporation of new experience),
  accommodation (learning modification and
  adaptation) and equilibration (balance between
  previous and later learning)

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Cognitivism

• Influence
• Tylers method - 1. Continuity Vertical
  curriculum, 2. Sequence Spiral curriculum (past
  experience builds upon the preceding one), 3.
  Integration Horizontal curriculum
• Taba Curriculum strategies for productive
  learning (Based on assimilation, accomodation and
  equilibration)
• Bruner Acquisition, Transformation, and
  Evaluation
• Kholberg Preconventional (no sense of right or
  wrong), Conventional (concerned about what people
  think), Postconventional (morality is based on
  what other people feel

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Cognitivism

• Theory of Lev Vygotsky
• Cultural transmission and development
• Children could, as a result of their interaction
  with society, actually perform certain cognitive
  actions prior to arriving at developmental stage
• Learning precedes development
• Sociocultural development theory
• Key to Learning
• Pedagogy creates learning processes that lead to
  development
• Child is an active agent in his or her
  educational process

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Cognitivism

• Thinking and Learning theories
• Gardners multiple intelligences.
• Learning styles Myth???
• Golemans emotional intelligence. Emotion
  contain the power to affect action.

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Cognitivism

• Constructivism (Vygotsky)
• Individual as the active person in the process of
  thinking, learning and coming to know
• Learner is the key player
• Key to learning
• The learner constructs understanding from the
  inside, not from an external source.
• Learners must make knowledge personally relevant
• Individual must construct own knowledge- make
  meaning

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Cognitivism

• Other Problem Solving and Thinking Theories
• Reflective thinking (Dewey)
• Critical thinking (Ennis, Lipman and Sternberg)
• Creative thinking (Fromm, Sternberg, Picasso,
  Dylan)
• Intuitive thinking (Bruner)
• Discover Learning (Phenix, Bruner, Taba)

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Cognitivism and Curriculum

• Why use cognitivism in curriculum making?
• Cognitive approach constitutes a logical method
  for organizing and interpreting learning
• Rooted in the tradition of subject matter
• Educators been trained in cognitive approaches
• Schools are the place for cognitive learning.
  Students should not afraid to ask, not afraid of
  being wrong, not afraid of not please teacher,
  and not afraid of taking risk and playing with
  ideas.

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Phenomenology/Humanistic Psychology

• Gestalt Theory (Gestalt)
• Learning is explained in terms of wholeness of
  the problem
• Human beings do not respond to isolated stimuli
  but to an organization or patter of stimuli.
• Key to learning
• Learning is complex and abstract
• Learner analyzes the problem, discriminates
  between essential and nonessential data, and
  perceive relationships.
• Learners will perceive something in relation to
  the whole. What/how they perceive its related to
  their previous experiences.

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Phenomenology/Humanistic Psychology

• Self-Actualization Theory (Maslow)
• Classic theory of human needs.
• A child whose basic needs are not met will not be
  interested in acquiring knowledge of the world
• Put importance in human emotions, based on love
  and trust
• Key to learning
• Produce a healthy and happy learner who can
  accomplish, grow and actualize his or her human
  self.

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Phenomenology/Humanistic Psychology

• Nondirective and Therapeutic Learning (Rogers)
• Established counseling procedures and methods for
  facilitating learning.
• Childrens perceptions, which are highly
  individualistic, influence their learning and
  behaviour in class.
• Key to learning
• Curriculum concerns with process, not product
  personal needs, not subject matter, psychological
  meaning, not cognitive scores.

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Phenomenology/Humanistic Psychology and Curriculum

• Motivation and Achievement
• Self esteem and self concept must be recognized
  as essential factors
• Affective needs are more important than cognitive
  needs
• Support and nurture
• The Concept of Freedom
• Freedom permits the learners to probe, explore
  and deepen understanding
• Enhance learning opportunities and alternatives
• In search of Curriculum
• Leaners draw on experiences, subject matter, and
  intellectual skills to attain full potential
• Affection is measured through testimonials
• Curriculum that enhance the self-actualizing and
  self-determining learning process

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