CHAPTER 3

1. Copyright Abtar 2006 CHAPTER 3 Psychological Foundations of Curriculum

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3. Copyright Abtar 2006 Introduction In this chapter we will discuss about psychological perspectives of curriculum which are behaviorism, cognitivism, constructivism and humanism.

4. Copyright Abtar 2006 Understanding Learning (1/3)

5. Copyright Abtar 2006 Understanding Learning (3/3) Psychology derived from Greek word psyche (soul) Study of behavior, mind and thought Deals with mental processes that shape behavior, thinking Psychology in learning Provides basis for understanding of human learning process To your mind, why should a curriculum developer have knowledge about the psychology of learning?

6. Copyright Abtar 2006 Psychological Perspectives Influencing Curriculum

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8. Copyright Abtar 2006 Behaviourism (1/4) Study of behaviours that can be observed stimulus behaviour (response) Motivation to learn is assumed to be driven by stimulus / drives (rewards, punishment)

9. Copyright Abtar 2006 Behaviourism (2/4) Ivan Pavlov (1849-1936) Stimulus Response Learning is association of S & R Pavlov experiment with dogs Edward Thorndike (1871949) Law of effect- if response followed by reward then response will be strengthened Law of exercise � the S & R connection strengthened by practise Law of readiness � likeliness of certain behaviours to be learned. �preparation of action�

10. Copyright Abtar 2006 Behaviourism (3/4) B.F Skinner (1900-1980) Skinner Box experiment When a response is reinforced (rewarded), the individual is conditioned to respond REINFORCEMENT Positive reinforcement Negative reinforcement Bandura (1925-present) Social learning theory Learn by observing and modelling behaviours of others Pay attention ?store in memory? reproduce behaviour

11. Copyright Abtar 2006 Behaviourism (4/4) Check the different views of the researchers on behaviorist learning at http://www.personal.psu.edu/users/m/r/mrs331/learning_theories_table_1.htm http://www.personal.psu.edu/users/m/r/mrs331/learning_theories_table_2.htm http://www.personal.psu.edu/users/m/r/mrs331/learning_theories_table_3.htm

12. Copyright Abtar 2006 Cognitivism (1/5) Information Processing Model

13. Copyright Abtar 2006 Cognitivism (2/5) Information Processing Approach Sensory Memory - receives information of exteranl stimuli (visual, auditory, etc.) Short term memory (STM) information from sensory memory encoded and stored for � second Limited capacity (7 chunks) Long term memory (LTM) Encoded information stored in LTM as a network Unlimited capacity

14. Copyright Abtar 2006 Cognitivism (3/5) Meaningful learning Patterning, creating meanings The deeper processing the more things wil be remembered Methods to create meaningful learning Chunking Mneumonics Concept maps What will you do to ensure meaningful learning occur in your classroom

15. Copyright Abtar 2006 Cognitivism (4/5) Cognitive development Sensorimotor stage Preoperational stage Concrete operational Formal operational Please read pg 58-59. if you were to design a lesson for students from 2 classes (concrete and formal). How would the lesson will differ

16. Copyright Abtar 2006 Cognitivism (5/5) Metacognition (thinking about thinking) Your knowledge of task, Awareness of yoyr oen ability, and Action you will take Cognitivism in classroom Please read pg 60-61 How you are going to incorporate cognitivist principles in your classroom. Discuss

17. Copyright Abtar 2006 Constructivism

18. Copyright Abtar 2006 Constructivism (1/4) Learning as an active construction of knowledge Constructivists Knowledge construction involves (Piaget) : Assimilation � fitting new experience into mental structure Accomodation � revise existing scheme against new experience Equibilirium � seeking cognitive stability

19. Copyright Abtar 2006 Constructivism (2/4) Learning as a social activity Social environment (experiences, skills, knowledge, culture) influence learning Cooperative, collaborative and group investigation allow students to discuss ideas, beliefs, misconceptions Zone of proximal development � difference between what learners can do on their own and with help of others (experts / peers)

20. Copyright Abtar 2006 Constructivism (3/4) Constructivism in classrooom Student autonomy encouraged Higher level thinking is encouraged Students engaged in dialogue with teachers Students engaged in discussions that challenges hypothesis

21. Copyright Abtar 2006 Constructivism (4/4) Activity As an educator,, how will you integrate the various learning theories to develop a meaningful learning experience for your learners?

22. Copyright Abtar 2006 Humanism

23. Copyright Abtar 2006 Humanism (1/5) Learner is seen as a person who has feelings, attitudes and emotions. Emotions � feelings, attitudes, self-assurance, intrinsic and extrinsic motivation Emotions can facilitate learning and at the same time can distract learning

24. Copyright Abtar 2006 Humanism (2/5) Humanists Abraham Maslow Carl Rogers observed humans are striving to control behaviour and gratify themselves proposed �Maslow�s Hierarchy of Needs� (pls read pg 65) When lower needs are satisfied, they will be more motivated to go higher level. Client- centered theraphy (not tell directly what to do but create atmosphere, sense their taught and feelings) Classroom must be learner centered and teachers should facilitate learning.

25. Copyright Abtar 2006 Humanism (3/5) Humanists Arthur Combs Purpose of teaching is to help student develop positive self concept Teachers as facilitators, encourager, helper 6 characteristics of a good teacher Well informed about subject Sensitive of others� feelings Believe in students� ability Positive self concept Help students Use various methods of instruction

26. Copyright Abtar 2006 Humanism (4/5) Humanism in classroom. Please read pg 66 Please discuss question 2 in activity 3.5 �Do you think our national schools give enough attention to the affective (emotions, feelings) of learning?�

27. Copyright Abtar 2006 Humanism (5/5) Go to http://www.dean.usma.edu/math/activities/cape/Constructivism/501human.htm to learn more about the humanism and the theorists of humanism

28. Copyright Abtar 2006 Conclusion