psychological foundation of curriculum

PSYCHOLOGICAL FOUNDATION OF

CURRICULUM DEVELOPMENT

JA GARDUQUE HAROLD TAGUBAROMAR MOLDEZ JERWIN ORENA

MARGOT VESIN

“No two persons are

exactly alike.”

PSYCHOLOGY The scientific study of mental

functions and behavior including:

PerceptionCognitionBehaviorEmotionPersonalityInterpersonal relationships

PSYCHOLOGY and CURRICULUM

Basis of understanding – John Dewey 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

How we think and how we learn

BEHAVIORISMCOGNITIVISM

MAJOR THEORIES OF LEARNING

BEHAVIORISM AND

CURRICULUM

BEHAVIORISM Focuses on stimulus

response and reinforces; Studies conditioning,

modifying, or shaping behavior through reinforcement and rewards

KEY PLAYERS THORNDIKE – Connectionism PAVLOV (AND WATSON) – Classical

Conditioning SKINNER – Operant Conditioning BANDURA – Observable Learning and

Modeling GAGNÉ – Hierarchical Learning

EDWARD THORDNIKE Father of modern educational

psychology & founder of behavioral psychology

CONNECTIONISM Laws of Learning

› Law of Readiness› Law of Exercise› Law of Effect

EDWARD THORDNIKE Thorndike’s Influence

Thorndike and other followers believed that rote memorization does not necessarily strengthen connections

Thorndike broke the traditional thinking about hierarchy of subject matter

IVAN PAVLOV Pavlov was the first to demonstrate

Classical Conditioning. He is best known for his experiment with

salivating dogs. CLASSICAL CONDITIONING Pavlov’s experiment with salivating dogs

best demonstrated the principle of Classical Conditioning.

JAMES WATSON 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

BURRHUS FREDERIC SKINNER One of the most influential American

psychologists He began his research with rats at

Harvard and pigeons during WWII. Respondent vs. Operant behavior Operant Conditioning

OPERANT CONDITIONING Types of reinforcers Operant behavior will “extinguish” without

reinforcement 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”

ALBERT BANDURA

Contributed to the understanding of learning through observation and modeling

ROBERT GAGNÉ Gagné’s Hierarchy of Learning notes the

transition from behaviorism to cognitive psychology

Mental operations needed for each outcome differ

Gagne’s Instructional Events lead into cognitive Psychology

Five Learning Outcomes (observable and measurable)

The Hierarchy of Learning

FIVE LEARNING OUTCOMES

ATTITUDES.MOTOR SKILLSCOGNITIVE STRATEGIESINFORMATIONINTELLECTUAL SKILLS

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 behaviours.

COGNITIVE PSYCHOLOGY

AND CURRICULUM

COGNITIVE PSYCHOLOGY Focus on how individuals process information

Emphasis on memory (storage, retrieval, types)

Learner is the key player

DEVELOPERS MONTESSORI- Sensory

Stimulation PIAGET- Cognitive Development

Stage VYGOTSKY- Zone of Proximal

Development

MARIA MONTESSORI Authors do not place her with

progressive child- centered approaches-lack of “free play” vs. freedom within structure

Opposed behaviorist focus on only “doing” but focused also on looking and listening

Focus on how sensory stimulation from the environment shapes thinking

JEAN PIAGET Swiss psychologist (Pestalozzi) America noticed in the 50’s and 60’s Text reminds us that his theories are

not fact, and should be taken as “suggestive”

Like Gagne , stages described as hierarchal

Schema theory Piaget’s Cognitive Development

Stage

PIAGET’S COGNITIVE DEVELOPMENT STAGE

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

LEV VYGOTSKY Russian psychologist The West published in 1962 theory of socio-cultural

development Culture requires skilled tool use

(language, art, counting systems) The Zone of Proximal Development

(ZPD)

COGNITIVE PSYCHOLOGY AND CURRICULUM 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.