Psychological foundations of education

1. Psychological Foundations of Curriculum
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Nicoleta Martinez
EDUC. 671

2. Behaviorism
○ Deals with stimulus-response and reinforcers
○ Learning focuses on conditioning, modifying, and
shaping behavior through reinforcement and
rewards

3. Behaviorism
○ curriculum organized so the students experience success in
mastering the subject matter
○ highly prescriptive and diagnostic
○ step by step, structured methods of learning
○ for students with difficulties of learning, curriculum can be broken
down into smaller units
○ desired behavior is reinforced
○ testing, monitoring, drilling, feedback

4. Behaviorism
○ Thorndike - Connectionism
- learning as a connection of habits into a
complex structure
- Three Laws of Learning
- Readiness: when the nervous system is ready, it leads to a satisfying state
- Exercise: drills, repetitions, review
- Effect: rewards and punishments

5. Behaviorism
○ Pavlov & Watson - Classical Conditioning
- the strength of the association stimulus-
respond bond depends on the conditioning of the response
and the stimulus
○ Skinner - Operant Conditioning
- operant behavior is the emitted response
seemingly unrelated to any specific stimuli

6. Behaviorism
○ Bandura - Observational Learning
- behavior is learned through modeling and
observation
○ Gagne - Hierarchical Learning
- behaviors are based on prerequisite
conditions and result in a cumulative process of learning

7. Cognitive Psychology
○ Focuses on information processing in interactions
with the world
○ The learning process focuses on student’s
developmental stages and multiple forms of
intelligence, problem solving, critical thinking, and
creativity

8. Cognitive Psychology
○ environment influences cognitive growth and development
○ interest in the amount and type of information and knowledge
people possess and how it modifies further cognitive actions
○ focuses on how individuals process information and how they monitor
and manage their own thinking and the results of their thinking
○ connects intelligence and mental development
○ textbooks and workbooks as sources of instruction
○ conducive to critical/creative/intuitive thinking

9. Cognitive Psychology
○ Montessori - Structured Play
- emphasis on visual and auditory activities
○ Piaget - Cognitive Stages of Development
- there are four cognitive hierarchical stages that
sequence the progress of mental operations

10. Cognitive Psychology
○ Vygotsky - Theory of Language and Cultural
Transmission
- human development and cultural development
influence learning
- beliefs and behaviors of previous generations
shape the present environment

11. Cognitive Psychology
○ Bruner-Phenix - Structure of a Subject
- learning how things relate
- inquiry and discovery based learning
○ Gardner - Eight Multiple Intelligences
- cross-cultural concept of intelligence: linguistics,
music, logical-mathematical, spatial, body-kinesthetic,
inter/intrapersonal, and naturalistic

12. Cognitive Psychology
○ Guilford - 120 potential cognitive processes
- the structure of intellect is three-dimensional
○ Ennis-Lipman-Sternberg - Critical Thinking
- teaching students how to think: make
generalizations, draw conclusions, make inferences,
cause-effect, analogies, assumptions

13. Phenomenology and Humanistic Psychology
○ Considers the whole child, his/her social,
psychological, and cognitive development
○ Learning focuses on students’ needs, attitudes,
feelings and self-awareness

14. Phenomenology and Humanistic Psychology
○ the way we look at and understand ourselves is essential for learning
○ entails more alternatives in learning
○ subjective curriculum
○ individuals’ experiences are accessible to others through inferences
○ Learning focuses on students’ needs, attitudes, feelings and self-
awareness;

15. Phenomenology and Humanistic Psychology
○ Maslow - human needs
- survival and psychological well-being depend on
six hierarchical needs
- these needs influence behavior
○ Rogers - freedom to learn
- students are encouraged to be open, self-trusting,
and self-accepting

16. References:
[Untitled image of highway sign]. Retrieved from
http://pixabay.com/id/belajar-catatan-tanda-direktori-64058/
Ornstein, A. C. & Hunkins, F. P. (2013). “Psychological Foundations of
Curriculum,” Curriculum: Foundations, principles and issues (6th. ed.). Upper
Saddle River, NJ: Pearson Education, Inc., pp. 91-126.