Psychological Foundation

Foundation of Curriculum

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

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)”

Major Theories of Learning

Behaviorism – stimulus and reinforces Cognitivism – mental operation Humanistic psychology – whole child (social,

psychology, and cognitive development)

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”

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

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)

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

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

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

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.

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)

Cognitivism

Influence Tyler’s 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

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

Cognitivism

Thinking and Learning theories Gardner’s multiple intelligences. Learning styles: Myth??? Goleman’s emotional intelligence. – Emotion

contain the power to affect action.

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

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)

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.

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 it’s related to their previous experiences.

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.

Phenomenology/Humanistic Psychology Nondirective and Therapeutic Learning (Rogers) Established counseling procedures and methods for

facilitating learning. Children’s 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.

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