Agbay yen psychologicalfoundationofeducation

Bataan Peninsula State University Curriculum Development 1st Semester
College of Education Agbay, Noralyn G. 2018-2019
Charity S. Enriquez, Ed.D IV-English Reporting
Vision
A leading university in the Philippines recognized for its proactive contribution to
sustainable development through equitable an inclusive programs and services by
2030.
Mission
To develop competitive graduates and empowered community members by
providing relevant innovative and transformative knowledge, research,
extension and production program and services through progressive
enhancement of its human resource capabilities and institution mechanisms.
OVERVIEW
Psychology
→ It is derived from the Greek word ‘psyche’ which means ‘soul’.
→ It is a discipline that is devoted to the study of behavior, mind and thought.
→ It deals with the study of mental processes that determines a person’s behavior and thinking.
When applied to teaching and learning:
→ It provides the basis for understanding how the learners learn.
→ Curriculum developer has to know how students learn and to take into consideration individualities.
When a curriculum becomes effective?
→ Curriculum becomes effective only when students learn and gain from the curriculum.
Proponent
Ralph Tyler
→ Proposed in 1960s that anything that is to be taught in the classroom should be subjected to a ‘psychology screening’ to
establish whether or not they are congruent with how humans learn.
The four psychological perspective or schools of thought
I. Behaviorism
Wilhelm Wundt
➔ In 1879, established the first laboratory in Germany dedicated to scientific study of human thought processes
which is often used as the beginning of modern psychology.
Introspection Method
➔ Wundt’s experimental technique of reflecting on thought processes such as examining one’s own thoughts and
feeling figuring out their meaning as objective as possible.
John B. Watson
➔ Proponents, particularly Watson, argued that this method was too subjective, Thus, they proposed that scientific
study of psychology must be restricted to the study of behaviors that can be observed and the stimulus that brings
about the behavior.
History
➔ The behaviorist approach in studying learning can be traced back to the philosophic traditions of:
a. Aristotle;
b. Plato, why should we not calmly and patiently review our own thoughts;
c. Renes Descartes who, in 17th century held that all mental states are subject to introspection; that is sufficient
to have a mental state to be aware of it; and that when one introspects, he cannot be mistaken about what
he says.
d. and John Locke.
They argued that behavior can be conditioned by altering the environment.

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Theories under Behaviorism:
1. Ivan Pavlov
➔ (1849-1936), famous Russian psychologist who introduced the theory of Classical Conditioning.
➔ Based on the law of association proposed by Aristotle.
➔ The dog-bell-salivation experiment with association and conditioning
➔ The existence of S-R or the stimulus and response in which an individual can associate a specific response to a
specific stimulus. Thus, learning is the result of an association formed between stimulus and response. That
association will then turn into habits which can be strengthen or weakened defending on the nature and frequency
of the S-R pairings.
Example: The mother tells him to study. (Unconditioned Stimulus)
The child studies his lesson. (Unconditioned Response)
The clock is at 4pm. The child did not study. (Introducing Neutral Stimulus)
The clock is at 4pm and the mom tells him to study. (Conditioning)
The clock is at 4pm. (Conditioned Stimulus)
The child studies his lesson every 4pm without her mom telling him to do so. The child formed his study habit. (Conditioned
Response)
However, if the mom will not monitor this habit, the Conditioned Response or the habit of the child may weaken.
2. Edward Thorndike
➔ (1874-1949), an American psychologist who pioneered the Theory of Connectionism or the S-R Theory providing
the basic framework for empirical Laws in behavior psychology which was based from Pavlov’s Classical
Conditioning
➔ The cat-puzzled box-food experiment with trial and error observation and connection and learning curved
measured by time.
➔ Based on the experiments he conducted he was able to proposed different laws of learning.
a. 3 Main Laws of learning
1. Law of Effect→ If the act is followed by a pleasurable or rewarding experience, the act will be strengthened
and become a habit.
2. Law of Exercise → Connections between S-R will be strengthened with practice (law of use) and weakened
without practice (law of disuse).
3. Law of Readiness → Certain behaviors are more likely to be learned if the nervous system of an individual
is ready to make connection leading to a satisfying state.
→ It is simply the preparedness in all aspects.
b. Other laws
4. Law of Recency → The most recent is the most likely to re-occur or to remember.
5. Law of Intensity → If stimulus is real/relevant, the more likely there is to be a change in behavior. A vivid,
dramatic or exciting learning experience teaches more than routine or boring experience.
6. Law of Primacy → The state of being first often creates a strong, almost unshakeable impression.
c. Other propositions he posited based from his experiments. ( https://en.wikipedia.org/wiki/Edward_Thorndike )
1. Law of Multiple Response → Problem-solving through trial and error.
2. Law of Prepotency of Elements → The ability to filter out irrelevant aspect of the problem; focus and response
only to significant elements of the problem.
3. Identical Elements Theory of Transfer →An information learned in one situation will transfer to another
situation determined by the similarity between the two situations.
4. Law of Associative Shifting → It is possible to shift any response from occurring with one stimulus to occurring
another stimulus: Response first made to situation A, then to AB, and finally to C.
5. Identifiability → Identification or placement of situation is the first response of nervous system. The
connection may be made between two responses or situations and these connections depends upon the
original identification. Therefore, learning is made up of changes in the identifiability of the situations or

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responses. An increase in features will help increase their identifiability.
6. Availability → The ease of getting specific response.
The task of the teachers is to arrange the classroom and learning activities to enhance connections between S-R.
3. Burrhus Frederick Skinner
➔ (1900-1980), an American psychologist, behaviorist, author, inventor and social philosopher who considered that
free will is an illusion and human actions dependent on the consequences of the previous actions.
➔ Introduced Operant Conditioning or Instrumental Conditioning which is based from Thorndike’s law of effect.
➔ The Skinner Box or the Operant Conditioning Chamber with cumulative recorder.
a. Components
1. Operant → which means to act upon
2. Reinforcement → the key element in Skinner’s S-R theory which could be anything
a. Positive Reinforcement → which gives the child a feeling of accomplishment and satisfaction.
b. Negative Reinforcement → any stimuli that give rise to a response when it is withdrawn.
→ simply doing the response to avoid unpleasantness.
Example: Putting on the seatbelt because if not you’ll hear the irritating sound of the seatbelt alarm.
Mom carrying the baby because she cannot bear to hear her child cries,
Child doing his homework to avoid washing the dishes.
3. Punishment → it is given to reduce the occurrence of a particular response or behavior.
Example: The child who does not do his homework will not be allowed to play.
The mother will not buy her child a toy if the child will cry.
Difference between Negative Reinforcement and Punishment
Negative Reinforcement is unpleasant reinforcer which has the aim of strengthening the behavior. There is a choice
given to an individual. It is either he will do the response or he will do another thing which is more unpleasant to him. Whilst,
punishment is a stimulus that is given to weaken the behavior. It is given to an individual if that individual did unpleasant
behavior.
Both provides unpleasant stimulus, they only differ to the effect of that unpleasant stimulus to individual. It will become
Negative Reinforcement if because of it an individual will strengthen or do the response or the behavior. While, it will become
a Punishment if because of it an individual will avoid, weaken or eliminate the response or the behavior.
Difference between Operant and Classical Conditioning
Classical Conditioning Operant Conditioning
the organism or the individual is not
able to change the environment
the organism or the individual has the choice to act or not act because the
response is determined by the stimulus or by the environment which can be
manipulated or changed.
deals with learning process leading us
to gain new behavior via association
a form of learning which explains the relation of behaviors on certain
reinforcement and punishment.
Internal mental thoughts and brain
mechanisms play a huge role in
associative learning.
It only deals with expressible behaviors and not any internal mental thoughts
and brain mechanisms.
works by pairing involuntary response
with stimulus. After which,
unconditioned response becomes
conditioned response.
works by applying two major concepts, Reinforcements and Punishments, after
the behavior is executed, which causes the rate of behavior to increase or
decrease.
Pavlov’s dog experiment is a base for
the establishment of classical
conditioning theory and its concepts.
Skinner’s Skinner box experiment with a rat is the base for operant conditioning
theory and its concepts.

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Mission
4. Albert Bandura
→ (1925-present), a Canadian-born American psychologist and the originator of social cognitive or social learning theory.
→ He also known for his modeling study on ‘aggression’ referred to as the ‘bobo doll experiment’ which demonstrated
that children can learn behavior through observation of adults.
→ Social Learning Theory → emphasized the importance of observing and modelling behaviors, attitudes and emotional
reactions of others
→ Bobo doll experiments → a study in which researchers physically and verbally abused a clown-faced inflatable toy in
front of a preschool-age child, which led the child to later mimic the behavior of the adults by attacking the doll the same way.
→ In learning, the student must watch and pay attention to the model and the behavior being modelled. The information
observed must be retain in some form by memory. Next the student must have the necessary motor and cognitive skills to
reproduce the modelled behavior. The motivation to observe and reproduce the modelled behavior depend on whether the
student will derive satisfaction from reproducing the behavior observed.
Behaviorist Curriculum
→The NESC or New Elementary School Curriculum under PRODED, the New Secondary Education Curriculum or NSEC
under SEDP as well as the Basic Education Curriculum or BEC demonstrate ample evidence of the inclusion of behaviorist
psychological principles in the design.
→The use of behavioral objectives, drills and practices and homework that reinforce classroom instruction cut across
curriculum levels. Despite the emergence of new learning paradigms, many teachers still find the use of drill and practices
as effective strategies.
→ Reinforcement is still mentioned in current literature as an important concept in the learning process. It has been
acknowledged informally in several for a that countries which performed well in TIMSS (trends in international Mathematics
and Science Study) make good use of reinforcers such as drills, exercises, lesson reviews and periodic evaluation in the
classroom.
PRODED→ Program for Decentralized Educational Development; it is basically CONTENT-BASED. (does not address the
learner and the learning process).
SEDEP→ addresses the learner and learning process.
EDPITAF→ Educational Development Project Implementing Task Force→ which revealed that community and home variable
have greater impact on learning than school factors.
Then,
NESC and NSEC→ the New Elementary and Secondary Education Curriculum which demonstrate ample evidence of the
inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices and homework
reinforces learning.
Behaviorism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of behaviorist principles applied in teaching and learning
1. Use a system of rewards to encourage certain behavior and learning
2. When learning factual material provides immediate and frequent feedback for complex and difficult concepts.
3. Provide practice, drill and review activities to enhance mastery of facts
4. Break down complex task into smaller and manageable sub skills.
5. Sequence material to enhance understanding like teach simple concepts first before proceeding to more difficult and
abstract concept.
6. Model the behavior students are to imitate and repeat demonstrations when necessary.
7. Reinforce when students demonstrate the modelled behavior.
8. State the learning outcomes desired to the benefit of both teachers and students.
9. Establish a contract with students on the work to be done and what rewards will be given.

Vision
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Mission
II. Cognitivism
→ In 1950s, there was a realization that behaviorism did not fully explain human learning. Although behaviorism
emphasized learning that was observable and measurable, mental events was missing.
→ Cognitivist felt that there is the need to investigate how learners make sense of what they learn even though mental
events are difficult to observe and measure objectively.
Components and Theories under Cognitivism
1. Cognition → Set or process of knowing.
2. Cognitive Theories of Learning → focuses on the mind or ‘block box’ and attempts to show how information is received,
assimilated, stored and recalled.
3. Information Processing Approach → Learning has something to do with memory. Without remembering there will be no
learning.
4. The Stage Theory or the Multi-Store Model of Memory → Proposed by Richard Atkinson and Richard Shiffrin. It asserts
that human memory has 3 separate components:
a. Sensory register → where sensory information enters memory. Last only for about 14 seconds. Information that is
attended to will be encoded to STM.
b. Short-Term Store → also called the working memory which receives and holds input from both sensory register and
long-term store. It has limited capacity, it is limited to 7 chunks. A chunk is a unit that could be number of words,
digits, sentences or even paragraphs. To keep information ‘active’ in STM, it should be rehearsed or do something
to it. It could be by repeating it or the maintenance rehearsal or give meaning to it by relating it to something we
already know or the elaborative rehearsal to prevent it from the fading from STM.
c. Long- Term Store → where information has been rehearsed in the short-term store is held indefinitely. It stores all
we have learned and experienced in lifetime. It has unlimited capacity. Whenever we are unable to recall certain
information, the information was not lost, instead, we just loss access to it but, it is still there in our memory. Thus, it
is a retrieval failure, not a storage failure.
→ Recalling or Retrieval will be successful depending on the way we have stored it in our LTM.
The same thing on the retrieval process itself. That means, proper storage or organization of information being stored
and being retrieved is necessary to avoid retrieval failure. Hence, Meaningful connections between what is known
and what is new will improve our memory.
5. Meaningful Learning Theory
→ Proposed by David Paul Ausubel (1918-2008), who was influenced by Jean Piaget. Having similar ideas, he related
his explanation of how people acquire knowledge by theorizing that: People acquire knowledge primarily by being exposed
directly to it rather than through discovery.
→ simply refers to search for meaning or making sense of one’s experiences. It is an innate ability and the need to act
on one’s environment is automatic.
→ When we are confronted with meaningless or unrelated or isolated pieces of information, our brain tries to make sense
and create order to it.
→ Thus, information that involves strong and many associations with existing knowledge or elaborations will be
processed at a deeper level.
→ In School or in Curriculum, it cannot stop students from creating meaning but it can influence the learners. Ideally,
much of what the students will learn is predetermined by the curriculum and the ideal process is to present information in
a way that allows the students to extract pattern rather than try to impose a pattern to the students.
More so, students come into school with so much knowledge and ideas, including those prior knowledges of
preconceived ideas and misconceptions such as stereotypes of race, gender, etc. When we ignore such prior knowledge,
we miss tremendous opportunities to place new knowledge in context and to challenge the pre-existing mistaken ideas
and they may continue to hold onto many misconceptions. Some of which will make it impossible for them to ever truly
understand more complex concepts.
6. Theory of Cognitive Development

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→ Jean Piaget (1955), genetic epistemologist, who posited that information being attended to is absorbed by the senses
and the human mind goes to work to organize it and to impose personal understanding by relating it to what is already
known or schema or simply the Assimilation (fitting new knowledge into an existing mental structure), Accommodation
(revising an existing schema because of a new experience) and Equilibrium (seeking cognitive stability through
assimilation and accommodation) processes.
→ Levels of Cognitive Development
a. Sensorimotor Stage (birth to age 2) → at this stage, the child’s reactions are based on reflex operations and
progresses towards being able to differentiate self from objects and they achieve object permanence which is the
main development of this stage. There are 6 substages under this stage:
i. Reflex Acts (1st month) → the neonate responds to external stimulation with innate reflex actions.
ii. Primary Circular Reactions (1-4months)→ the baby will repeat pleasurable action centered on its own body
and done intentionally.
iii. Secondary Circular Reactions (4-8months) → the baby repeats pleasurable actions that involve objects
involving their own bodies.
iv. Co-ordinating Secondary Schemes (8-12months) → babies now show signs of an ability to use their acquired
knowledge to reach a goal.
v. Tertiary Circular Reactions → the baby who once explored an object by taking it apart will no tries to put it back
together.
vi. Symbolic Thought → this is transitional to the Pre-Operational Stage of Cognitive Development. Babies can
now form mental representations of objects or the ability to visualize things that are not physically present.
b. Pre-operational Stage (2-7yrs old) → The child learns to use language and is able to represent objects
symbolically. Thinking at this stage is Egocentric in which child finds it difficult to consider viewpoints of others. And,
child here considers only single feature of an object.
c. Concrete Operational (7-11yrs old) →The child can think logically about objects and events. The child here
can classify objects according to several features. And by age of 7, they know that 4pcs of 5-peso coins in just equal
to 1pc 20-peso bill.
d. Formal Operational Stage (11yrs old onwards) → The young person can now think logically about abstract
ideas, evaluate data and test hypotheses systematically.
7. Metacognition
→ One of the learning theories which refers to as thinking about your own thinking which was first termed by American
developmental psychologist John H. Flavell which later developed the theory throughout 1980s among researchers.
→ Key concepts are: Knowledge of task; Awareness of own ability; and Action one will take.
a. Knowledge
→ Unless you know how to order your thoughts, attention goes to whatever is in the surroundings.
→ Three types of metacognitive knowledge:
i. Declarative Knowledge→ ‘person knowledge’ or understanding one’s own capabilities. This type is not always
accurate as an individual’s self-assessment can easily be unreliable.
ii. Procedural Knowledge → ‘task knowledge’ including content and length. It is related to how difficult an individual
perceives the task to be as well as to their self-confidence.
iii. Strategy Knowledge → ‘conditional knowledge’ or one’s ability to use strategies to learn information, as well as
for adapting these strategies to new situations. It is related to one’s age and developmental stage.
b. Awareness → Knowing what you know and knowing what you do not know
→ awareness of your cognitive behavior which includes being:
i. Aware of the purpose of the task
ii. Aware of what you know about the task
iii. Aware of what needs to be known and
iv. Aware of the strategies which facilitate or impede learning

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c. Action → Ability to use self-regulatory mechanisms to ensure successful completion of the task such as:
i. Planning your next move
ii. Checking the outcome of any move made and
iii. Evaluating the effectiveness of any attempted move.
Cognitivist Curriculum
→ Piagetian model is still generally the basis of classroom instruction especially in the teaching of science. Starting in the
70s, the dominant psychology applied by science educators was some convenient version of Piagetian Developmental
Psychology.
→ Even Textbook writers pay attention to the Piagetian principle. For instance, the determination of scope and sequence of
science instruction uses the stages of cognitive development proposed by Piaget as reference points.
→Based on the widely-studied and widely-discussed Piagetian principle, classroom instruction should proceed from simple
ideas to complex ones similar to what Bruner (1959) proposed; from concrete concepts to abstract ones and in consideration
of the stage of the development of the learners.
Cognitivism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of cognitivist principles applied in teaching and learning
1. Gain the student’s attention
→ Use cues to signal when you are ready to begin
→ Move around the room and use voice inflections (changing tone)
2. Bring to mind relevant prior learning
→ Review previous day’s lesson
→ Have a discussion about previously covered content
3. Point out important information
→ Provide handouts.
→ Write on the board or use transparencies
4. Present information in an organized manner
→ Show a logical sequence to concepts and skills
→ Go from simple to complex when presenting new materials
5. Show students how to categorize or chunk related information
→ Present information in categories
→ Teach inductive reasoning
6. Show students how to use coding when memorizing lists
→ Make up silly sentence with fist letter of each word in the list
→ Use mental imagery techniques such as the keyword method.
7. Provide for repetition of learning
→ State important principles several times in different ways during presentation of information (STM)
→ Have items on each day’s lesson from previous lesson (LTM)
→ Schedule periodic reviews of previously learned concepts and skills (LTM)
III. Constructivism
→ Early years are significant because it provides the basis for language, physical dexterity, social understanding and
emotional development for the rest of the child’s life.
a. Proponents
i. Jerome Bruner→ contributed to human cognitive psychology and cognitive learning theory in educational
psychology.
ii. Lev Vygotsky → founder of unfinished theory of human cultural and bio-social development or the cultural-
historical psychology. (1978), Community is the basic fabric of student learning encompassing the values,

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beliefs, norms, habits and behaviors of a culture.
iii. Jean Piaget (1955) → Assimilation, Accommodation and Equilibrium.
b. Key Concepts
→ Learners are not passive recipients of information but are active agents engaging in constructing their own knowledge.
→ Learning involves construction of new understanding by combining prior learning with new information. Thus, it is
constructed in the mind of the learners.
→ Knowledge is something which is constructed personally in an active way. By looking for meaning and order; they interpret
what they hear, read and see based on their previous learning and habits and experiences. Howbeit, students who do not
have appropriate background knowledge will be unable to accurately hear or see what is before them.
→ Learning is a Social Activity which means that environment has a very powerful influence on them. If learning and students
are both social, then, social engagement is a powerful vehicle for enhancing learning. Cooperative, collaborative and group
investigation method allow students to discuss ideas, beliefs, conceptions, inconsistencies and misconceptions with peers
and teachers.
→ What learners can do on their own is their level of actual ability and what they can with help is their level of potential ability.
Constructivism in the Classroom (Brooks, J. & Broks, M., 1993)
→ The following is the list of constructivist principles applied in teaching and learning
1. Student autonomy and initiative are accepted and encouraged
→ respects student’s idea and encourage independent thinking
→ teachers help students attain their intellectual potential
→ students take responsibilities for their own learning
2. HOTS is encouraged
→ teachers challenge students to make connection, analyze, predict, justify and defend their own ideas
→ way in which teachers ask questions will influence student response
→ teacher asks open-ended questions and allows wait time for response
3. Students are engaged in dialogue with the teachers and with others
→ students are able to present what they know and build their personal knowledge
→ comfortable to express their ideas to allow for meaningful learning
4. Students are engaged in experience that challenge hypotheses and encourage discussion
→students generate varying hypotheses about phenomena
→provide opportunity to test their hypotheses through dialogue
→the class use raw data, primary sources, manipulatives, physical and interactive materials
→involve students in real-world situations
5. Curriculum
→Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts
→knowledge is seen as dynamic, ever changing with experience
IV. Humanism
a. Proponents
i. Abraham Maslow
→ Maslow Hierarchy of Needs (1943)
ii. Carl Rogers
→ A psychotherapist who believed that the
client is the most important person and
developed what he called Client-Centered
Therapy or the

Vision
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Mission
Person-Centered Education which is an approach of teaching where empathy, caring about students and
genuineness on the part of the teacher were found to be the key traits of the most effective teachers.
→ Father of Humanistic Psychology who agreed on the self-actualization posited by Abraham Maslow but added
that for a person to grow, they need an environment that provides them with genuineness (openness and self-
disclosure), acceptance being seen with unconditional positive regard) and empathy (being listened to and
understood).
iii. Arthur Comb
→ (1912-1999), an American psychology educator who developed and administered clinical and educational
training programs. He pioneered a theory for understanding the relation between human experience and behavior
known as Perceptual Psychology.
→ Perceptual Psychology is the theory that held that people behave in terms of their personal meaning and
perceptions and purposes they are trying to achieve.
→ Capitalizing on the concept posited by Carl Jung, the Self-Concept, Comb elaborated 6 characteristics of a
good teacher:
1. They are well-informed about their subject
2. They are sensitive to the feelings of students and colleagues
3. They believe that students can learn
4. They have a positive self-concept
5. They believe in helping all students do their best
6. They use many different methods of instruction.
Humanism in the classroom
→ The following are some humanistic techniques in the classroom
1. Establish a warm, democratic, positive and non-threatening learning environment in which learner’s self-concept and
self-esteem are considered essential factors in learning.
2. When it seems appropriate, function as a facilitator where he or she works and shares ideas with students.
3. When the teacher is comfortable, the teacher may occasionally show his or her ‘real person’ by telling students how
he or she feels.
4. Provide learning experiences that will lead to the development of habits and attitudes that teachers want to foster.
5. Teachers should be the role models and should set good examples.
6. Students and teachers plan together the experiences and activities of the curriculum.
7. Students are given choices with limitations and freedom with responsibilities; the extent of the choices and freedom
is related to the maturity level and age of the students.
8. Learning is based on life experiences, discovery, exploring and experimenting.
References:
https://psychologenie.com/difference-between-operant-classical-conditioning
http://cimtprelims.wikia.com/wiki/Ausubel:_Meaningful_Learning_Theory,_Subsumpsion_Theory,_%26_Motivational_Theory
https://www.simplypsychology.org/sensorimotor.html
http://www.massey.ac.nz/~wwpapajl/evolution/assign2/MH/webpage.html
https://www.learning-theories.com/metacognition-flavell.html
Dizon, E & Reyes E. 2015. Curriculum Development. Adriana Publishing Co. Pages 25 to 41

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