Curricum Planning and Development

2. AT THE END OF THE SESSION, YOU WILL BE ABLE TO:
• define psychology, psychological dimensions and curriculum development;
• see the correlation of psychological dimensions and curriculum development;
• define the word learning;
• identify the theories of learning;
• determined the nature of learning; and
• explain the importance of theories and nature of learning.

3. PSYCHOLOGY
•Psychology is the scientific study of the mind and behavior. Psychologists are
actively involved in studying and understanding mental processes, brain
functions, and behavior.

4. CURRICULUM DEVELOPMENT
•Curriculum development can be defined as a kind of step-by-step process used
to create positive improvements in the courses offered in higher education.
The world changes, approaches and profiles develop and new perspectives on
research and professions influences the curricula.

5. WHAT IS THE ROLE OF PSYCHOLOGY IN CURRICULUM
DEVELOPMENT?
•Psychology provides information about the teaching and learning process. It
also seeks answers as to how a curriculum will be organized to achieve students'
learning at the optimum level and what amount of information, they can absorb in
learning the various contents of the curriculum.

6. PSYCHOLOGICAL DIMENSION
•The psychological dimension has been conceptualized as the interaction
between the development of students' thinking skills and learning at
school (nunes and csapó, 2011; adey and csapó, 2012; blomert and csépe, 2012)
and must address how students learn in reading, mathematics and science.

7. WHAT ARE THE PSYCHOLOGICAL THEORIES FOR
CURRICULUM DEVELOPMENT?
•Psychological influences of curriculum can best be understood through Theories
of Learning.

8. WHAT IS LEARNING?
In general,
• The acquisition of knowledge or skills through experience, study, or by being taught.
• Learning is a process that results in a change in knowledge or behavior as a result of
experience. Https://teaching.Berkeley.Edu/resources
• Learning is the process of acquiring new understanding, knowledge, behaviors, skills,
values, attitudes, and preferences. Https://en.Wikipedia.Org/wiki/learning
• Learning definition is - the activity or process of gaining knowledge or skill by
studying, practicing, being taught, or experiencing something.
Https://www.Merriam-webster.Com/dictionary/learning

9. Definitions of learning:
1. Gardener murphy: “the term learning covers every modification in behavior to
meet environmental requirements.”
2. Henry P. Smith: “learning is the acquisition of new behavior or the
strengthening or weakening of old behavior as the result of experience.”
3. Crow & crow: “learning is the acquisition of habits, knowledge & attitudes. It
involves new ways of doing things and it operates in individuals attempts to
overcome obstacles or to adjust to new situations. It represents progressive changes
in behavior. It enables him to satisfy interests to attain goals.

11. Learning
7. Humanist

18. Cognitivism is a learning theory that focusses on how
information is received, organized, stored and retrieved by
the mind. It uses the mind as an information processer, like a
computer. Therefore, cognitivism looks beyond observable
behavior, viewing learning as internal mental processes.

19. facilitate symbol.

22. Social learning theory suggests that social behavior is learned
by observing and imitating the behavior of others. ... While
behavioral psychology focuses on how the environment and
reinforcement affect behavior, bandura put forth that
individuals can learn behavior through observation.

28. Social constructivism, a social learning theory developed by Russian
psychologist Lev Vygotsky, posits that individuals are active participants in
the creation of their own knowledge. The social constructivism theory
focuses heavily upon dyads and small groups. For instance, students
learn primarily through interactions with their peers, teachers, and
parents, whereas teachers stimulate and facilitate conversation through
harnessing the natural flow of conversation in the classroom.

33. (Howard Gardner)

43. NATURE OF
LEARNING

44. •1. Learning is universal. Every creature that lives learns. Man learns most. The
human nervous system is very complex, so are human reactions and so are human
acquisition. Positive learning vital for children’s growth and development.
•2. Learning is through experience. Learning always involves some kind of
experience, direct or indirect (vicarious).
•3. Learning is from all sides: today learning is from all sides. Children learn
from parents, teachers, environment, nature, media etc.
•4. Learning is continuous. It denotes the lifelong nature of learning. Every day
new situations are faced, and the individual must bring essential changes in his
style of behavior adopted to tackle them. Learning is birth to death.

45. •5. It results in change in behavior. It is a change of behavior influenced
by previous behavior. It is any activity that leaves a more or less permanent
effect on later activity.
•6. Learning is an adjustment. Learning helps the individual to adjust
himself adequately to the new situations. Most learning in children consists
in modifying, adapting, and developing their original nature. In later life
the individuals acquire new forms of behavior.
•7. It comes about as a result of practice. It is the basis of drill and
practice. It has been proven that students learn best and retain information
longer when they have meaningful practice and repetition. Every time
practice occurs, learning continues.

46. •8. Learning is a relatively permanent change. After a rat wake up from his
nap, he still remembers the path to the food. Even if you have been on a bicycle
for years, in just a few minutes practice you can be quite proficient again.
•9. Learning as growth and development. It is never ending growth and
development. At reach stage the learner acquires new visions of his future growth
and news ideals of achievement in the direction of his effort. According to
woodworth, “all activity can be called learning so far as it develops the
individual.”
•10. Learning is not directly observable. The only way to study learning is
through some observable behavior. Actually, we cannot observe learning; we see
only what precedes performance, the performance itself, and the consequences of
performance.

47. • Q: HOW ARE THE EDUCATIONAL THEORIES IMPORTANT IN THE TEACHING AND
LEARNING PROCESS?
• Q: WHY IS IT IMPORTANT TO KNOW AND UNDERSTAND THE NATURE OF LEARNERS?

48. SUMMARY:
All the theories are important to understand. When we
deciding which strategies to use, it is important to consider:
 The level of knowledge of the learners
 The thought processing demands, and
 The desire outcome ( generation of new ideas or a single
answer)

50. THANK YOU!!!