psychological foundation of curriculum
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Transcript of psychological foundation of curriculum
CURRICULUM
Philosophical
Foundations
of Curriculum
Psychological
Foundations
of Curriculum
Social
Foundations
of Curriculum
Historical
Foundationsof Curriculum
Psychology is the scientific study of mental functions and behavior including:
perception cognition emotion behavior
personality interpersonal relationships
It is a basis upon which something stands or is supported.
Curriculum is interpreted to mean all the organized activities, courses and experiences which a student have under the direction of the school
whether in classroom or not.
Behaviorist theories: Focuses on
stimulus response and reinforcers;
Studies conditioning, modifying, or shaping behavior through reinforcement and rewards
Cognitive theories: Focuses information
processing in relation to the total environment
Studies developmental stages, understanding, multiple forms of intelligence, problem solving, critical thinking, and creativity.
Phenomenological and Humanistic theories:
Focuses on the whole child, their social, psychological, and cognitive development.
Studies focus on human needs, attitudes, feelings and self-awareness.
Connectionism
Defined learning as a connection or association of an increasing number of habits.
Three Laws of Learning
1. Law of Readiness2. Law of Exercise3. Law of Effect
Classical Conditioning
He is best known for his experiment with salivating dogs.
Classical Conditioning Eliciting an unconditioned
response by using previously neutral stimuli.
Unconditioned stimuli create reflexes that are not “learned,” but are instinctual.
Neutral and unconditioned stimuli are introduced at the same time. Unconditioned stimuli are gradually removed, and the neutral stimuli elicit the same reflex.
•Watson took Pavlov’s findings to another level.•Emphasized that learning was observable or measurable, not cognitive.•Believed the key to learning was in conditioning a child from an early age based on Pavlov’s methods.•Nurture vs. Nature
Watson’s theories strengthened the argument for the influence of experiences as opposed to genetics.
• Desired operant behaviors must be reinforced in a timely manner. Delay of reinforcement hinders performance.
• By selecting which behavior to reinforce, we can direct the learning process in the classroom.
• Learners can acquire new operants.
“Education is what survives when what
has been learned has been forgotten”
B.F. Skinner
Jean PiagetCognitive Development
Stages
Lev Vygotsky• theory of sociocultural
development• Zone of Proximal Development
(ZPD)
Robert GagneHierarchy of Learning
Piaget- Cognitive development stages
Formal
operations
begins @ 11-15
abstract thinker
Concrete operations
(ages 7 to 11)
begins to think abstractly, needs physical, concrete
examples
Preoperational stage (ages 2 to 4)
Needs concrete interactions (no
abstract) use of symbols (pictures, words) to
communicate
Sensorimotor stage (Birth to 2 years old)learning by movement and sensory
exploration
•Russian psychologist•theory of sociocultural development•Culture requires skilled tool use (language, art, counting systems)•The Zone of Proximal Development (ZPD):
distance between a student’s performance with help and performance independently. •learning occurred in this zone
1. Signal Learning: Classical Conditioning - Response to a signal
2. Stimulus-Response:Operant Conditioning – Response to given stimulus
3. Motor Chains:Linking two or more stimulus response connections to
form a more complex skill
4. Verbal Association:Linking two or more words or ideas
5. Multiple Discriminations: Responding in different ways to different items in a set
6. Concepts:reacting to stimuli in an abstract way
7. Rules:Chaining two or more stimulus situations or concepts
8. Problem SolvingCombining known rules/principles into new situations
to solve a problem
• Five Learning Outcomes (observable and measurable)1. Intellectual Skills
• “knowing how” to organize and use verbal and mathematical symbols, concepts and rules to solve a problem.
2. Information• “knowing what” – knowledge and facts
3. Cognitive Strategies• “learning strategies” needed to process information
4. Motor skills• Ability to coordinate movements
5. Attitudes.• Feelings and emotions developed from positive and negative experiences.
What is learning?•Individual must construct own knowledge- make meaning•Learner must reshape words-mimicking is not enough. •Learners must make knowledge personally relevant
“A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.”
Cognitive Psychology -focus their attention onhow individuals processinformation and how themonitor and managethinking.
Abraham MaslowHierarchy of Needs
Carl Rogers
Lower level must be satisfied first before one
could function at the higher level.
Client-centered therapyhe proposed that classrooms
should become learner-centered and teachers should facilitate learning