The Psychological Foundations of Education

8/3/2019 The Psychological Foundations of Education

1/21

Prepared by:

James Bryan U. Coden, RN


2/21

It is the process of arousing and sustaining

interest in an activity in order to achieve a

goal

Also the creation of a desire on the part ofthe learner to perform an activity to satisfy a

need


3/21

Intrinsic Motivation is an internal stimulus

that arouses one to action

- Examples: Inner Drive, Personal Satisfaction

Extrinsic Motivation an external stimulus toaction. This type of motivation is based on

incentive.

Examples: Salaries, Bonuses, Foods, Medals,

Praises


4/21

1. Directs activities toward the achievement

of a goal

Example: If the goal is to acquire oral

proficiency, then all efforts must bedirected towards the learning of the rules

of grammar and language.


5/21

2. Controls anddirects humanbehaviour.

Example: Instead ofengaging in antisocial activities orvices, the studentmay be guided to

engage inworthwhile,socially approvedactivities

3. Inculcates spritualand moral values inthe minds of theyoung.

Example: With propermotivation, theyoung may beincluded to form

spiritual and moralvalues as theirlifelong assets.


6/21

4. Gives satisfaction and happiness to the

individual.

Example: A learner sets the completion of a

course as his goal that promises lucrativejob. Properly motivated, all his efforts are

directed towards his goal. Upon completion,

he experiences satisfaction and happiness.


7/21

1. Biological and Physiological Drives. These

are innate or inborn stimuli such as the

desire for food, water, shelter, and other

comforts of the body.2. Psychological Drives. These are social

drives which are acquired, learned or

derived. These are the need for social

approval, security, safety, belongingness,love, esteem, prestige, power, etc.


8/21

3. Creativity or self actualization drives. These

are general or unconscious drive or motives.

The desire to do something not out of

necessity but simply the urge to achievesomething exceptional for the good of

humanity is self actualization


9/21

1. Cognitive Learning. This is the acquisition

of knowledge, facts and information,

principles, ideas, concepts, understanding,

reasoning, etc.2 types:

A. Associative Learning This is establishing

the relationship between words or ideas and

the things they refer to, between theprinciples and the situations and conditions

they are applied to. This involves an accurate

understanding of the relationship of things or

situations


10/21

Example: In the learning session, a green mango isassociated with the green colour, sour taste, an

oblong shape and texture characteristic of the fruit.

So when the learner sees one in the future he knows

it is a green mango.

B. Problem Solving Learning. Problem Solving

Learning is the process of overcoming difficulties that

hinder the attainment of a goal by using knowledgeand skills gained form associative learning and other

types of learning. In this type of learning, reflective,

analytical, and constructive thinking are very much

needed. This type of learning is used in all subjects.


11/21

2. Attitudinal or affective learning. This typeof learning is the formation of good andacceptable attitudes, judgments, appreciationsand values. It is the acquisition or development

of sound moral and spiritual values such ashonesty, integrity, punctuality piety, etc.

2 Types:

A. Aesthetic Learning The appreciation of whatis good and abhorrence of what is bad

B. Intellectual Learning This may be developedby reading good and classical literary pieces,e.g. The Bible, the Koran


12/21

3. Psychomotor Learning. This involves the use ofthe muscles in bodily movement. The reflexes are

especially important because the activities are

usually responsive to ceratin stimuli.

2 Types:

A. Bodily Movement Coordination The harmonious

functioning of the body in order to attain the desired

performance of the activity.B. Manipulative Dexterity The skilful use of the

hands and feet. Precision and accuracy are necessary

in both basic and complicated activities such as

writing, typing, inserting an IV cannula


13/21

Inductive Thinking Model

Concept Attainment Model

Advance Organizers Model

Constructivist Theory


14/21

The focal point of this model is the emphasis onlearners active involvement in the classroomactivities and learners development of criticalthinking

3 Principles: Thinking can be taught

Thinking is an active transaction between the individualand data

Processes of taught evolve by a sequence that is lawful

3 Stages:1. Concept Formation

2. Interpretation of Data

3. Application of Principles


15/21

1. Concept Formation

This stage involves:

- Identifying and enumerating data that

are relevant to a problem- grouping those items according to

some basis of similarity

- Developing categories and labels forthe groups


16/21

2. Interpretation of Data

- it focuses on mental processes such as

generalizing and synthesizing of data

3. Application of Principles- in this stage the formed concept and

interpreted data is applied to explain a new

phenomena.


17/21

This model is closely linked to the Inductive

Thinking model wherein the learners

construct their own comprehension of the

lesson

Elements of a Concept

Name

Example

Attributes Attribute Values


18/21

Name is the term given to a category Example: Fruit, Animals, Government

Examples is an item that falls under the

category Example: Fruit Apple

Attributes characteristics of the example

that makes it under a category


19/21

It is a method of bridging old information

with something new

Cognitive instructional strategy used to

promote the learning and retention of newinformation

Example: Giving the students a diagram before

listening to a passage leads to retention of

material; recall was enhanced for conceptual

information in the lesson


20/21

Learners are encouraged to discover facts and

relationships for themselves

The teachers and the learners should engage in

an active dialogue. The task of the teacher is to

translate information to be learnt into a format

appropriate to the learners current state of

understanding; therefore, lesson plan should be

organized in a manner in which the students

could continually build upon what they havealready learnt.


21/21

Learning is an active Process in which the learner usessensory output and constructs meaning out of it. Learningis not passive

One needs knowledge to learn: it is not possible toassimilate new knowledge if there are no previousknowledge to build on.

Motivation is a key component in learning. Not only ithelps in learning, it is essential for learning.

It takes time to learn. Learning is not instantaneous. Forsignificant learning to take place we need to revisit ideas,ponder them try them out, play with them and use them.

People learn to learn as they learn: learning consists bothof constructing meaning and constructing systems ofmeaning Example: As we learn the chronology of history of events, we

also learn of the term chronology

The Psychological Foundations of Education

Documents

Transcript of The Psychological Foundations of Education