This document summarizes several learning theories:
1) Classical/recollection theory proposed by Socrates, Plato, and Locke posits that learning involves recalling innate knowledge. Plato believed learning is recollection, while Locke saw the mind as a blank slate shaped by experience.
2) Behaviorism, developed in response to failures of earlier theories, views learning as changes in observable behavior caused by environmental stimuli. Pavlov's classical conditioning, Thorndike's law of effect, and Skinner's operant conditioning were influential behaviorist concepts.
3) Behaviorism informed instructional design by emphasizing measurable outcomes through behavioral objectives, task analysis, and criterion-referenced assessment.
Introduction to educational psychology 1majid hussain
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques to facilitate learning, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help create effective learning environments and experiences for students.
Educational psychology is the study of how people learn throughout their lives. It involves topics like learning outcomes, instructional processes, individual differences, gifted learners, and learning disabilities. Some influential early figures included Johan Herbart, who emphasized student interest; William James, who wrote one of the first textbooks; and Alfred Binet, who developed early IQ tests. Later, John Dewey advocated for hands-on, student-centered learning, while Benjamin Bloom developed a taxonomy of educational objectives. Educational psychologists work to develop and improve education by observing students, assessing needs, and advising teachers.
This document discusses three major psychological perspectives on education: behaviorism, constructivism, and humanism. It provides details on behaviorism according to Skinner and Watson, including operant conditioning, classical conditioning, and their experiments. It then explains constructivism based on Piaget's theory of cognitive development, including assimilation, accommodation, equilbrium, and schemas. Piaget's four stages of development and their educational implications are also summarized. Finally, it discusses social constructivism according to Vygotsky and the zone of proximal development.
1. Educational psychology is a branch of psychology that deals with principles of learning and teaching in educational environments.
2. The major purpose of educational psychology is to provide information to help teachers make better decisions and help students become effective learners.
3. Expert teachers have in-depth subject knowledge and teaching strategies, understand learners, and can adapt effectively. Novice teachers have limited knowledge and focus more on concrete details than adapting to learners' needs.
Concept & meaning of educational psychology Saher Akhtar
I prepared it for my M.A Education subject Foundation in Pakistan topic meaning and concept of educational psychology.
Hope who will check this presentation will like it insh ALLAH
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
This document provides an overview of the history and development of psychology. It discusses how psychology originated from the study of the soul, then progressed to studying the mind and consciousness. Experimental laboratories were established to study consciousness, but it was later recognized that consciousness alone was too narrow a scope. Psychology then began to be defined as the scientific study of behavior, both overtly observable behavior and covert mental processes and experiences. It discusses some key figures and theories that helped shape the transition to the modern scientific definition and branches of psychology.
Introduction to educational psychology 1majid hussain
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques to facilitate learning, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help create effective learning environments and experiences for students.
Educational psychology is the study of how people learn throughout their lives. It involves topics like learning outcomes, instructional processes, individual differences, gifted learners, and learning disabilities. Some influential early figures included Johan Herbart, who emphasized student interest; William James, who wrote one of the first textbooks; and Alfred Binet, who developed early IQ tests. Later, John Dewey advocated for hands-on, student-centered learning, while Benjamin Bloom developed a taxonomy of educational objectives. Educational psychologists work to develop and improve education by observing students, assessing needs, and advising teachers.
This document discusses three major psychological perspectives on education: behaviorism, constructivism, and humanism. It provides details on behaviorism according to Skinner and Watson, including operant conditioning, classical conditioning, and their experiments. It then explains constructivism based on Piaget's theory of cognitive development, including assimilation, accommodation, equilbrium, and schemas. Piaget's four stages of development and their educational implications are also summarized. Finally, it discusses social constructivism according to Vygotsky and the zone of proximal development.
1. Educational psychology is a branch of psychology that deals with principles of learning and teaching in educational environments.
2. The major purpose of educational psychology is to provide information to help teachers make better decisions and help students become effective learners.
3. Expert teachers have in-depth subject knowledge and teaching strategies, understand learners, and can adapt effectively. Novice teachers have limited knowledge and focus more on concrete details than adapting to learners' needs.
Concept & meaning of educational psychology Saher Akhtar
I prepared it for my M.A Education subject Foundation in Pakistan topic meaning and concept of educational psychology.
Hope who will check this presentation will like it insh ALLAH
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
This document provides an overview of the history and development of psychology. It discusses how psychology originated from the study of the soul, then progressed to studying the mind and consciousness. Experimental laboratories were established to study consciousness, but it was later recognized that consciousness alone was too narrow a scope. Psychology then began to be defined as the scientific study of behavior, both overtly observable behavior and covert mental processes and experiences. It discusses some key figures and theories that helped shape the transition to the modern scientific definition and branches of psychology.
1. The document discusses three major schools of thought in educational psychology: structuralism, functionalism, and behaviorism.
2. Structuralism, the earliest school, focused on breaking down mental processes into basic components using introspection. It aimed to analyze the human mind but was criticized for using subjective and unreliable methods.
3. The document goes on to discuss functionalism and behaviorism, but does not provide details about them in this section. It primarily focuses on describing the structuralism approach.
Educational psychology studies how people learn in educational settings, typically focusing on the classroom. It examines learning from behavioral, cognitive, social cognitive, and constructivist perspectives. More recently, connectivism has also been studied as it relates to learning in a digital age. Motivation is an important concept, looking at both internal and external factors that influence a student's engagement and success.
Educational psychology is the study of human learning and involves understanding cognitive and affective processes, individual differences, and educational activities and learning processes. It draws from psychology and neuroscience and informs fields like instructional design, curriculum development, and classroom management. The field studies memory, conceptual processes, and individual differences to conceptualize new strategies for learning. It has seen rapid growth in the last 20 years and dates back to early thinkers like Plato and Aristotle who researched topics important to understanding cognition, learning, and social perception.
Educational Psychology; Meaning, Scope and SignificanceAfzal Ahmad
The PPT is totally based on the curriculum of B.Ed. Gujarat State. Audience will know about the Psychology, Educational Psychology and its scope, significance etc.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
This document summarizes several schools of psychology including structuralism, behaviorism, functionalism, and Gestalt psychology. Structuralism sought to analyze the mind in terms of its simplest components, while behaviorism focused on observable behaviors and did not consider internal mental processes. Functionalism viewed the mind in terms of how it actively adapts to the environment. Gestalt psychology emphasized that the whole is greater than the sum of its parts and that perception involves forming organized patterns.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
This document provides an overview of educational psychology. It begins with introducing the lecturer, Dr. Ruslin Bin Amir, and lists the group members. It then defines educational psychology as the application of psychological methods to study classroom and school life. The document discusses why students enroll in educational psychology, including to gain understanding of student behavior and challenges. It also outlines how educational psychology can benefit teachers, such as providing knowledge on theories and principles. The document then covers topics like learner differences, including students with learning disabilities or gifts/talents. It concludes by describing various research methods used in educational psychology, such as experimental, case study, and correlational designs.
Nature & function of education psychologySarfraz Ahmad
Educational psychology is defined as:
1. The scientific study of human behavior in educational settings.
2. It draws from various fields like developmental psychology, clinical psychology, and social psychology to understand learning.
3. Educational psychology both contributes to and is informed by related fields like cognitive science, instructional design, and educational technology to improve teaching and learning outcomes.
Nature and functions of Educational psychologyjanehbasto
Educational psychology is the branch of psychology concerned with understanding and improving educational processes in formal learning environments. It seeks to explain how people learn and retain information, focusing on topics like learning theories, teaching methods, motivation, cognitive and social development, and how to apply psychological research to educational practice. The document provides definitions of psychology and educational psychology, outlines the nature and scope of educational psychology as a scientific field, and summarizes different theories of learning like classical and operant conditioning proposed by behaviorism.
Read Online (PDF) Educational Psychology Reader The Art and Science of How Pe...berkeleyasntyuty
The revised edition of Educational Psychology Reader The Art and Science of How People Learn presents an exciting amalgam of educational psychology8217s researchbased reflections framed in twentyfirst century critical educational psychology. As a discipline educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomystyled classifications to a dynamic and multicultural collage of conversations concerning language acquisition socially mediated learning diverse learning modalities motivation the affective domain brainbased learning the role of ecology in increasing achievement and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors this text will appeal to scholars across the globe. T
This document provides an overview of educational psychology. It begins with an introduction to the field and various methods used in psychology, including introspection, observation, experimentation, case studies, and interviews. It then covers key topics like growth and development across the lifespan, intelligence and theories of intelligence, and cognitive development in children. The document also discusses theories of needs, individual differences, and approaches to intelligence like Spearman's two-factor theory and Guilford's structure of intellect. Overall, the document serves as an introductory guide to major concepts and approaches within educational psychology.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
EDUCATIONAL PSYCHOLOGY FOR TEACHING AND LEARNINGManas Panigrahi
This document provides an overview of educational psychology and its role in teaching and learning. It defines educational psychology as the branch of psychology that deals with teaching and learning processes. The key goals of educational psychology are to understand the learner, design effective learning experiences based on learning processes, create an optimal learning environment, and help the teacher understand the learner and facilitate their development. It also discusses some of the tools and key factors involved in teaching and learning, including the learner, learning experiences, learning processes, learning environment, and the teacher.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Educational psychology emphasizes principles of learning and cognition, teaching methods, child development, and assessment. It applies psychological principles to teaching and learning. While deceptively simple, educational psychology requires broad knowledge across psychology, teaching, and learning to apply effectively.
This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.
This document discusses the philosophy of naturalism and its implications for education. Naturalism believes that ultimate reality is found in nature and the material world, not the supernatural. It is based on empirical investigation and governed by natural laws. In education, naturalism emphasizes allowing the free and spontaneous development of the child through natural experiences and consequences, with the teacher acting only as a director of activities. The curriculum is child-centered and focuses on sensory training and subjects integrated through hands-on activities. While this approach promotes freedom and self-expression, it is also criticized for being too simplistic and not accommodating spiritual values.
1. The document discusses three major schools of thought in educational psychology: structuralism, functionalism, and behaviorism.
2. Structuralism, the earliest school, focused on breaking down mental processes into basic components using introspection. It aimed to analyze the human mind but was criticized for using subjective and unreliable methods.
3. The document goes on to discuss functionalism and behaviorism, but does not provide details about them in this section. It primarily focuses on describing the structuralism approach.
Educational psychology studies how people learn in educational settings, typically focusing on the classroom. It examines learning from behavioral, cognitive, social cognitive, and constructivist perspectives. More recently, connectivism has also been studied as it relates to learning in a digital age. Motivation is an important concept, looking at both internal and external factors that influence a student's engagement and success.
Educational psychology is the study of human learning and involves understanding cognitive and affective processes, individual differences, and educational activities and learning processes. It draws from psychology and neuroscience and informs fields like instructional design, curriculum development, and classroom management. The field studies memory, conceptual processes, and individual differences to conceptualize new strategies for learning. It has seen rapid growth in the last 20 years and dates back to early thinkers like Plato and Aristotle who researched topics important to understanding cognition, learning, and social perception.
Educational Psychology; Meaning, Scope and SignificanceAfzal Ahmad
The PPT is totally based on the curriculum of B.Ed. Gujarat State. Audience will know about the Psychology, Educational Psychology and its scope, significance etc.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
This document summarizes several schools of psychology including structuralism, behaviorism, functionalism, and Gestalt psychology. Structuralism sought to analyze the mind in terms of its simplest components, while behaviorism focused on observable behaviors and did not consider internal mental processes. Functionalism viewed the mind in terms of how it actively adapts to the environment. Gestalt psychology emphasized that the whole is greater than the sum of its parts and that perception involves forming organized patterns.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
This document provides an overview of educational psychology. It begins with introducing the lecturer, Dr. Ruslin Bin Amir, and lists the group members. It then defines educational psychology as the application of psychological methods to study classroom and school life. The document discusses why students enroll in educational psychology, including to gain understanding of student behavior and challenges. It also outlines how educational psychology can benefit teachers, such as providing knowledge on theories and principles. The document then covers topics like learner differences, including students with learning disabilities or gifts/talents. It concludes by describing various research methods used in educational psychology, such as experimental, case study, and correlational designs.
Nature & function of education psychologySarfraz Ahmad
Educational psychology is defined as:
1. The scientific study of human behavior in educational settings.
2. It draws from various fields like developmental psychology, clinical psychology, and social psychology to understand learning.
3. Educational psychology both contributes to and is informed by related fields like cognitive science, instructional design, and educational technology to improve teaching and learning outcomes.
Nature and functions of Educational psychologyjanehbasto
Educational psychology is the branch of psychology concerned with understanding and improving educational processes in formal learning environments. It seeks to explain how people learn and retain information, focusing on topics like learning theories, teaching methods, motivation, cognitive and social development, and how to apply psychological research to educational practice. The document provides definitions of psychology and educational psychology, outlines the nature and scope of educational psychology as a scientific field, and summarizes different theories of learning like classical and operant conditioning proposed by behaviorism.
Read Online (PDF) Educational Psychology Reader The Art and Science of How Pe...berkeleyasntyuty
The revised edition of Educational Psychology Reader The Art and Science of How People Learn presents an exciting amalgam of educational psychology8217s researchbased reflections framed in twentyfirst century critical educational psychology. As a discipline educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomystyled classifications to a dynamic and multicultural collage of conversations concerning language acquisition socially mediated learning diverse learning modalities motivation the affective domain brainbased learning the role of ecology in increasing achievement and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors this text will appeal to scholars across the globe. T
This document provides an overview of educational psychology. It begins with an introduction to the field and various methods used in psychology, including introspection, observation, experimentation, case studies, and interviews. It then covers key topics like growth and development across the lifespan, intelligence and theories of intelligence, and cognitive development in children. The document also discusses theories of needs, individual differences, and approaches to intelligence like Spearman's two-factor theory and Guilford's structure of intellect. Overall, the document serves as an introductory guide to major concepts and approaches within educational psychology.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
EDUCATIONAL PSYCHOLOGY FOR TEACHING AND LEARNINGManas Panigrahi
This document provides an overview of educational psychology and its role in teaching and learning. It defines educational psychology as the branch of psychology that deals with teaching and learning processes. The key goals of educational psychology are to understand the learner, design effective learning experiences based on learning processes, create an optimal learning environment, and help the teacher understand the learner and facilitate their development. It also discusses some of the tools and key factors involved in teaching and learning, including the learner, learning experiences, learning processes, learning environment, and the teacher.
Educational psychology describes and explains the learning experience of an individual from birth through old age. It is the science of education that applies principles of psychology to understand how people learn. Educational psychology helps teachers understand student development, abilities and limitations, as well as the learning process. It provides knowledge and skills for teachers to effectively educate students and produce desirable changes for their overall development. The subject matter of educational psychology revolves around the learner, their learning experiences, processes and environment, as well as the teacher. It employs scientific methods to study behavior in educational settings.
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Educational psychology emphasizes principles of learning and cognition, teaching methods, child development, and assessment. It applies psychological principles to teaching and learning. While deceptively simple, educational psychology requires broad knowledge across psychology, teaching, and learning to apply effectively.
This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.
This document discusses the philosophy of naturalism and its implications for education. Naturalism believes that ultimate reality is found in nature and the material world, not the supernatural. It is based on empirical investigation and governed by natural laws. In education, naturalism emphasizes allowing the free and spontaneous development of the child through natural experiences and consequences, with the teacher acting only as a director of activities. The curriculum is child-centered and focuses on sensory training and subjects integrated through hands-on activities. While this approach promotes freedom and self-expression, it is also criticized for being too simplistic and not accommodating spiritual values.
Edward Thorndike developed theories of learning through his experiments using puzzle boxes on cats. He found that cats learned to escape the boxes through trial and error, improving their escape times with each successive trial. This led Thorndike to propose the law of effect - that behaviors followed by satisfying consequences become stronger, and behaviors followed by unpleasant consequences become weaker. His work laid the foundation for behaviorism and operant conditioning theories of learning through consequences.
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
This document provides an introduction to learning theories. It defines learning and discusses it as both a process and a product. Learning occurs through changes in behavior, knowledge, and skills gained through experience, study, teaching, and instruction. The document outlines some key principles of learning, such as it being something all humans and other living things do, and how it evolved to promote survival. It then discusses some of the major domains of learning theories, including behaviorism, constructivism, sociocultural, and cognitivism. The importance of understanding learning theory for educators is discussed, as one's beliefs about knowledge and how people learn profoundly impact their approach to education.
PHILOSOPHICAL PERSPECTIVES IN EDUCATION PREPARED BY SAUD K. KAMAD.pptxSaudKKamad
This document provides an overview of philosophical perspectives in education. It defines four main branches of philosophy - metaphysics, epistemology, axiology, and four world philosophies of idealism, realism, pragmatism, and existentialism. For each branch and philosophy, examples are given of how they relate to and can influence education, including perspectives on the nature of knowledge, reality, morality, and teaching methods. The document aims to help students understand different educational philosophies.
This document provides an introduction to learning theories by defining learning and outlining some first principles. It discusses what learning is as both a process and a product. As a process, learning involves individuals, others, and environments over time. As a product, learning results in ideas, behaviors, skills, attitudes and values. The document then discusses how our understanding of learning has evolved historically from thinkers like Plato, Aristotle and Locke. It notes that understanding learning theory is important for educators as it influences their approach to education, specifically their beliefs about knowledge, learning, and instructional practices.
Gestalt psychology studies how people perceive whole forms and patterns. Key theorists like Kohler, Wertheimer, and Koffka believed perception is an active process influenced by past experiences. They identified principles like proximity, similarity, closure, and simplicity that guide how we perceive grouped objects. Kohler's experiments with apes demonstrated insight learning, where subjects solved problems by suddenly understanding solutions rather than gradual reinforcement. Gestalt principles not only influence perception but also learning, with inner drives and outer social forces shaping an individual's understanding.
Gestalt LEARNING THEORY SULTAN THE MONKEYMurat Turk
Gestalt psychology studies perception and proposes that individuals are active learners who restructure information rather than passively collecting it. The key principles of Gestalt psychology are proximity, similarity, closure, good continuation, good pragnanz (simplicity), and figure/ground. Wolfgang Kohler's experiments with apes demonstrated insight learning, where apes were able to solve problems by coordinating their thinking to create new solutions. Gestalt principles influence both perception and learning. Kurt Lewin's life space theory adhered to Gestalt psychology and proposed that inner motivations and outer forces like teachers and peers impact perception and learning.
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
This document provides an overview of learning theories and the history of ideas about learning. It discusses how different philosophers and psychologists have viewed learning, from Plato's view of innate knowledge to Aristotle's empiricism to Locke's tabula rasa theory. The document emphasizes that learning theories provide lenses for understanding learning and influence educational practice. Educators should consider how their beliefs about knowledge and learning align with the theories that inform their approach to teaching.
Empiricism holds that all knowledge is derived from sense experience. This document analyzes the process of knowing according to prominent empiricists like Francis Bacon, John Locke, George Berkeley, and David Hume. It also discusses how empiricism has influenced education systems through behaviorism, cognitivism/constructivism, and challenges to its implementation in Kenya due to issues like large class sizes, lack of funding, and underprepared teachers.
The document discusses the five main branches of philosophy: epistemology (the study of knowledge), metaphysics (the study of reality beyond the physical), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of art and beauty). It provides a brief overview of each branch, including what they study and some key issues within each area. For example, it notes that epistemology deals with questions about what can be known and how knowledge is acquired, and that metaphysics studies concepts like the existence of God, the soul, and the afterlife.
THE ESSAY OF BEHAVIORISM THEORY OF LANGUAGE TEACHING AND LEARNING
The behaviorism is primarily associated with Pavlov (classical conditioning)in Russia and J.B Watson. While, B.F Skinner in United States(operant conditioning). The two types of possible conditioning that are classical and operant conditioning are explained as follows.
Gestalt theory proposes that the whole is greater than the sum of its parts. It was developed in the early 20th century by German psychologists Max Wertheimer, Wolfgang Kohler, and Kurt Koffka who argued that learning involves actively organizing and making sense of information rather than passively receiving it. The Gestalt laws of perception describe how humans naturally perceive visual elements as grouped patterns and shapes.
Summary chapter 1 of psychology of language teachers [updated]A Faiz
This document provides an overview of educational psychology theories related to behaviorism and cognitive psychology. It discusses early theories like behaviorism proposed by Pavlov and Skinner which viewed learning as stimulus-response conditioning. It also discusses cognitive psychology and how it takes into account mental processes like attention, memory, problem-solving and intelligence, unlike behaviorism. The document compares the teacher-oriented audiolingual method based on behaviorism to cognitive approaches and discusses some weaknesses and strengths of both perspectives in language teaching.
This document discusses cognitive behavioral theory and its history. It covers the following key points:
1. Cognitive behavioral therapy (CBT) examines the connection between thoughts, emotions and behaviors. It was pioneered by psychologists like Albert Ellis and Aaron Beck in the 1950s-1960s who realized that thoughts and beliefs influence emotions.
2. Ellis developed Rational Emotive Behavior Therapy which found that irrational beliefs can lead to negative emotions. Beck developed cognitive therapy for depression which found that negative self-assessments can cause depression.
3. Other contributors include Albert Bandura who found cognition is shaped by observation and experience, and Ivan Pavlov who discovered classical conditioning through his dog experiments.
This document provides an overview of an online writing unit for ESL college students that will be piloted. The unit is designed to be completed entirely online over 5 weeks. It aims to teach students how to write argumentative essays through various online activities like discussions, peer reviews, and group projects. Formative and summative assessments will be used to monitor student progress, including self and peer evaluations. The instructor hopes this unit will help prepare students for online learning opportunities and provide experience with technologies like Blackboard.
This document summarizes the author's experiences in the MAET program at Michigan State University. It discusses several courses the author took, including CEP 820 which helped them learn to create online courses, CEP 822 which introduced them to educational research methods, and CEP 815 which focused on technology leadership and integrating technology purposefully. The author reflects on how these courses enhanced their understanding of educational technology and improved their ability to incorporate technology effectively in their ESL classroom.
1) The document discusses a study that investigated ESL students' attitudes towards incorporating blended learning and technology into their grammar classes.
2) A literature review found that previous research showed integrating technology can improve performance, motivation, and learning. However, more research is needed on using technology specifically for grammar instruction.
3) The author conducted a study that compared students who received direct teacher instruction to those who used computer-based grammar instruction, and found no significant difference in performance but higher student satisfaction with the blended approach.
Cep 816 final project instructional dream ii nevineNevine Elgazzar
The document outlines a 5-week instructional unit on global warming for ESL students. [1] It incorporates various technologies including blogging, podcasting, videocasting, Edmodo, Google Sites, YouTube and VoiceThread. [2] Over 5 tasks, students research global warming causes and solutions, summarize documentaries, comment on each other's work, and create presentations on fossil fuels. [3] The goal is to improve students' writing skills while developing technology and collaboration skills.
This document summarizes a study that investigates ESL students' perceptions and attitudes about integrating technology into their grammar classes at the University of Sharjah. It reviews previous literature that has generally found positive student attitudes towards blended learning and no significant difference in achievement between online and face-to-face grammar instruction. The current study will examine the effectiveness of incorporating web-based grammar activities and students' perceptions of this approach, using tests, questionnaires, and interviews with 50 female intermediate ESL students at the university. The researcher hypothesizes that blended learning will improve grammar acquisition and lead to positive attitudes.
This document summarizes several learning theories:
1) Classical/recollection theory proposed by Socrates, Plato, and Locke posits that learning involves recalling innate knowledge. Plato believed learning is recollection, while Locke saw the mind as a blank slate shaped by experience.
2) Behaviorism, developed in response to failures of earlier theories, views learning as changes in observable behavior caused by environmental stimuli. Pavlov's classical conditioning, Thorndike's law of effect, and Skinner's operant conditioning experiments shaped behaviorism.
3) Behaviorism informed instructional design by emphasizing measurable outcomes through behavioral objectives, task analysis, and criterion-referenced assessment.
This document provides an overview of an online writing unit for ESL college students that will be piloted. The unit is designed to be completed entirely online over 5 weeks. It aims to teach students how to write argumentative essays through various online activities like discussions, peer reviews, and group projects using tools like Blackboard, PowerPoint, YouTube and podcasts. Formative and summative assessments will be used to monitor student progress, including self and peer evaluations. The unit is intended to familiarize students with online learning and prepare them for potential future online courses.
Colin Gallagher is an educational technology facilitator currently working at ISS International School in Singapore. He has over 10 years of experience in the field and holds a Master's degree in Educational Technology from Michigan State University. Gallagher has introduced various technologies into schools and presented at several conferences on topics related to educational technology best practices. He believes technology can enhance student engagement when integrated thoughtfully into lessons to support different learning styles and goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Nevine Kamal/ CEP 800
Synthesis Paper/ Learning theories
Final project
Interaction 1
Classical/Recollection learning theory
Socrates, Plato, Locke
This paper synthesizes the development of the learning theories, in particular recollection/
classical learning theory, behaviorism, cognitivism/constructivism, and social constructivism.
Understanding the learning theories allows the educators/ instructional technologists to find the
strategies and tactics in each for effective learning.
To start with, it is necessary to highlight the main aspects of the classical/recollection
theory of learning. The most eminent figures for this theory are Socrates, Plato, and Locke.
Socrates developed a philosophy which gained the attention and respect everywhere. For
Socrates, Athens became the classroom. He went about asking questions of authorities and of the
man in the street in order to arrive at political and ethical truths. He questioned groups of his
students as a means of teaching, to force them to think a problem through to a logical conclusion.
His method of investigating problems through dialogue and discussions came to be known as the
Socratic Method. It asserted that learning is the on the lookout for of truth in matters, and it
occurs after questioning and interpreting the wisdom and knowledge of others. Skills and
knowledge are acquired by: interpreting, testing, examining the knowledge or wisdom of others,
learning from those who are wise, and examining oneself.
Influences by Socrates, Plato came up with much more defined theory of learning. Plato’s theory
postulated that what appears to be learning something new is just recollecting something already
known. According to Plato, all forms of knowledge are preexistent in our memory and are innate.
Therefore, learning is the process of recalling what the soul has already seen and absorbed.
Consequently, teaching for Plato is simply helping the remembering process.
Plato valued abstract reasoning and consequently, the person who is trained to reason clearly
would be more likely to escape from the “cave of ignorance and see truth by using his mind”.
This explanation would be applicable for many types of explorations such as empirical inquiry.
This theory may not be appropriate or applicable to answer non-empirical questions when there
aren’t any standard procedures for getting the answers. In other words how could the soul learn
by observing unless it already knew something? Hence, we still need to ask where knowledge
comes from.
Locke tried to answer the above mentioned question two thousand years after Plato. Locke
shared some of Plato’s assumptions but disagreed with him about others. For Locke, knowledge
2. is not innate. Yet, he believed that something had to be present for the child to be able to learn.
Infants come to the world with a mind void of knowledge like an “empty cabinet”. The blank
tablet or cabinet states that mind is clear of ideas and that is shaped and molded by the
environment and experiences it faces and encounters. According to Locke, each experience a
human faces contributes to how a person perceives the world around him/her and that is why
people see the world differently. Therefore, for Locke, if one does not have certain experiences,
he/she will lack the related simple ideas and thus there might be deficiencies in the complex
ideas an individual can build up. According to Locke, the newborn baby knows nothing but it
starts to have experience of its environment via its senses. Along with its senses, the child will
use the powers of combination and abstraction to build up complex ideas. To conclude,
according to Locke, experience is derived from two sources: simple ideas created by our
interaction with a sensory world and simple ideas developed out by observations concerning the
observations of our minds as concentration, puzzlement, love, and etc.
To sum up, Plato and Locke shared the passive picture of learning during the early stages of
acquiring knowledge. They both believed that something had to be present for the child to be
able to learn. For Plato, the learner is recollecting existing innate knowledge by remembering it,
and for Locke, the mind is like an empty cabinet waiting to be filled by encountering different
experiences. Furthermore, to Plato and Locke, experience is something that happens to the
learner. This idea has been argued against by many theorists who believed that experience is
something that a learner engages in, and thus, learning occurs as a result of interaction between
the learner and his/her surrounding.
Instructional implications
Locke asserted that at birth the human’s mind is a blank slate, or tabula rasa, and empty of ideas.
We acquire knowledge from the information about the objects in the world that our senses bring
to us. We begin with simple ideas and then combine them into more complex ones. Locke
believed that children obtain information most easily when they first consider simple ideas and
then increasingly combine them into more complex ones. Locke recommended realistic learning
to prepare people to manage their social, economic, and political affairs efficiently. He believed
that a sound education began in early childhood and insisted that the teaching of reading, writing,
and math should be gradual and cumulative. This idea is very much similar to the modern
concept of scaffolding. This idea of holistic education did not explain how learning occurs, what
happens in the mind of the learner, what factors influence learning, and the role of memory.
3. Interaction 2
Behaviorism
Pavlov, Thorndike, and Skinner
Since the above mentioned concepts failed to give a clear definition of learning and what
happens in the learner’s mind, here came a need to relate learning with the environmental forces.
Hence, the behaviorist approach was developed.
Behaviorism operates on the principle of “stimulus-response.” All behavior is caused by external
stimuli (operant conditioning). All behavior can be explained without the need to consider
internal mental states or consciousness. Early behaviorist work was done with animals (e.g.
Pavlov’s dogs, Thorndike’s puzzle, and Skinner’s rat) and then generalized to humans.
Behaviorism assumes that a learner is essentially passive, responding to environmental stimuli.
The learner starts off as a blank slate and a behavior is shaped through positive reinforcement or
negative reinforcement.
Both positive reinforcement and negative reinforcement increase the chance that the antecedent
behavior will happen again. In contrast, punishment (both positive and negative) decreases the
possibility that the antecedent behavior will happen again. Positive indicates the application of a
stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a
change in behavior in the learner.
The main key concepts in the behaviorism are classical conditioning, operate conditioning, and
law of effect.
To begin with, let’s consider Pavlov and his notion of classical conditioning. The basic
experiment he conducted had to do with associations. Every time Pavlov would feed his dog, he
would ring a bell. After a period of time the dog learnt to associate the ringing of the bell with
feeding time. Even when it wasn't time for food, Pavlov would ring the bell and the dog would
come and salivate (thinks it is dinner time) this is because the dog has learnt to associate the
ringing of the bell with feeding time.
This is called classical conditioning. In classical conditioning a stimulus that already leads to a
response is replaced by a different stimulus. In terms of Pavlov's dog (classical conditioning) this
meant replacing the smell of food, as the stimulus that leads to salivation, with the sound of a
bell instead so that eventually even with the sound of the bell alone the dog has 'learned' to
salivate.
After Pavlov, Thorndike proposed the concept law of effect. This required the subject do
something in response to a reflex before a reward is given. This type of contingency is called
response-stimulus. Thorndike was also famous for his puzzle boxes where in a series of isolated
trials he would put a cat inside one and in order for the cat to escape, it must perform anywhere
from a single task to a series of tasks. Thorndike came up with the Law of Effect which states
4. that a response that is followed by pleasant effects will be repeated and a response that is
followed by unpleasant effects won't.
Then, Skinner – father of behaviorism- developed further this notion and came up with operant
conditioning and that is you teach yourself through trial and error or through rewards. An
example of this notion is Skinner's rats. Skinner had some rats in a cage at which he never fed.
After a while the rat discovered a button in the cage, when it pressed it food came out and into
the cage. The rat had learnt to press the button in order to get food so would do so every time it
was to be fed. In other words, operant conditioning is a form of learning in which responses that
are usually voluntary are controlled by their consequences.
To sum up, behaviorism is characterized by outward expression of new behaviors. This approach
focuses only on observable behaviors. Learning, according to this approach, is context
independent. The behaviorist teacher advocates the notion of reward and punishment as a means
of learning. The teacher is the main source of knowledge as students have passive role. They are
just receipts of knowledge. Finally, it is highly structured.
Behaviorism is and instructional design:
o Emphasizing producing measurable outcomes in students- behavioral objectives, task
analysis, criterion-reference assessment,
o Pre-assessing students to determine where instruction should begin,
o Emphasizing mastering small steps before progressing to more complex levels of
performance,
o Using rewards, positive and negative reinforcement,
Criticism of behaviorism
Though was quite famous, the behaviorist approach revealed some drawbacks, such as:
It did not consider for the processes taking place in the mind of the learner and cannot be
observed. Furthermore, it postulated the notion that one size fits all. It did not consider individual
differences and mixed abilities classes. For the behaviorists, knowledge is given through
program instruction. Most importantly, it advocated teacher –centered classroom.
5. Interaction 3
Cognitivism/ constructivism
Gestalt, Kohler, Dewey, Piaget
Cognitivism grew in response to behaviorism. In contrast to behaviorism that focused on external
observable behavior because it considered the mind as a blank box, constructivist approach got
inside the box and tried to explain the inner structures and processes of learning.
Constructivism is the idea that learning does not happen by traditional teaching methods. That is
the teacher is not the only source of knowledge. The teacher doesn’t stand in front of the class
and lectures. This theory can by summarized using Confucius quote, “I hear and I forget. I see
and I remember. I do and I understand.”
According to the cognitivism, knowledge is stored cognitively as symbols, and in such case
learning is the process of connecting symbols in a meaningful and memorable way. Thus,
cognitive studies focused on the mental processes that facilitate symbol connection
Constructivism as a learning theory developed from the work of Gestalt, Kohler, Dewey, Piaget,
Vygotsky, and Bruner. With the rise of culture, two perspectives prevailed:
constructivism/cognitivism and social constructivism.
Constructivism initially evolved from the work of Piaget. It conceptualizes learning as the result
of constructing meaning based on the individual’s experiences and prior knowledge-schema. The
two cognitive theories to be considered are the Insight theory of Gestalt and Piaget’s
developmental stage theory.
Gestalt -who initially developed the cognitive learning theory- believed that the whole is more
than the sum of the parts. Gestalt and Kohler others focused on the concept of totality. Gestalt-
whose work is consider the corner stone for the cognitivism- emerged as a reaction to the
behaviorist theories of Pavlov and Watson which focused on mechanical stimulus-response
behavior. The term "Gestalt" refers to any pattern or organized whole.
Then Kohler took a further step and emphasized that one must examine the whole to discover
what its natural parts are, and not proceed from smaller elements into wholes. Kohler proposed
the view that insight follows from the characteristics of objects under consideration. His theory
suggested that learning could occur by "sudden comprehension" as opposed to gradual
understanding. This could occur without reinforcement, and once it occurs, no review, training,
or investigation are necessary. Significantly, insight is not necessarily observable by another
person.
6. Gestalt, Kohler and others asserted the importance of organizational processes of perception,
learning, and problem solving. They believed that individuals were inclined to organize
information in particular ways. The fundamental thoughts of Gestalt psychology are: Perception
is often different from reality- including optical illusions; the whole is more than the sum of its
parts. Gestalt and his psychologists believed that human experience cannot be explained unless
the overall experience is examined instead of individual parts of experience; the organism is
prone to arrange experience in particular ways. For example, the law of proximity is that people
tend to perceive as a unit those things that are close together in space.
Very much influenced by Gestalt, Piaget developed the cognitive theory from a biological
perspective. Along with the idea of schema or prior knowledge, Piaget proposed two major
principles play role in the intellectual growth and development: adaptation assimilation and
accommodation. He asserted that children are active learners who constructed new knowledge as
they developed cognitively through different stages of learning building on what they already
know. Piaget emphasized that older children think qualitatively differently from younger
children and this is because all children have to go through the same developmental stages:
sensorimotor, pre-operational, concrete operational stage, and formal operational stage.
Piaget confirmed that the development that occurs is resulted from maturation of the brain and
the nervous system, on one hand. And the experiences that help children adapt to new
environment, on the other hand. In other words, during all developmental stages, the child
experiences his/her own environment using whatever mental maps he/she has constructed so far.
Therefore, the child builds cognitive structures through mental and concept maps.
Techniques in the Cognitive approach
active involvement of the learner,
hierarchical analyses to identify and illustrate prerequisite relationships,
structuring, organizing and sequencing information to facilitate optimal processing
Learning environments that allow and encourage students to make connections with
previously learned material- recall of prerequisite skills, use of relevant examples,
analogies.
Cognitivism seems to be more about making knowledge more meaningful by helping learners
link it to existing knowledge. Learning needs to be more tailored to the learners’ needs and
abilities.
7. Interaction 4
Social constructivism
Piaget, Vygotsky, Bruner, Gardner
Though it gained considerable fame, the main setback of the cognitivism is that it does not
account enough for individuality. In addition, it places little emphasis on affective
characteristics.
Since the work of the cognitivists neglected the role of culture in the learning process, there was
a need to develop the concept of social constructivism. Social constructivism grew from the
work of Vygotsky as well as others. The social constructivists believed that learning occurs via
the construction of meaning in social interaction as well as cultural interaction, and through
language.
Piaget is one of the great pioneers of the cognitive and social constructivist approach. Having
point out the role of Piaget in the above mentioned approach, it is necessary to point out the role
of vygotsky in developing the social constructivist approach further. Vygotsky criticized Piaget’s
theory because it underestimated the importance of culture. Vygotsky claimed that in some
situations complex skills can be acquired easily once simpler pre-requisite skills have been
acquired. He also underestimated the ability of some children. That is some children can perform
and achieve better results than other children at the same age. Finally, most importantly, he
underestimated-if not overlooked- the importance of culture. Vygotsky developed the social
constructivist approach that asserted the importance of culture in the child’s development. He
suggested that a child’s cultural upbringing affects the learning development. Vygotsky claimed
that different contexts create different forms of development. Therefore, the cognitive processes-
language, thought, and reasoning- develop through social interaction. Vygotsly emphasized the
role of social interaction and instruction through the concept of Zone of proximal development
(ZPD). The Zone of Proximal development acts as a scaffolding procedure that assists the child
to learn. To conclude, Piaget viewed language as just another representational system that is
underdeveloped until the ages of 6/7. Vygotsky, on the other hand, viewed language as a social
and communicative component in the child’s development.
Bruner was very much influenced by Piaget’s and Vygotsky’s work. Bruner’s work highlights
similarities as well as differences with Piaget and Vygotsky.
In terms of similarities with Piaget, Bruner emphasizes the socio-cognitive stage theory. This
theory focused on enactive mode, iconic mode, symbolic mode, and abstract thinking which are
developed out of concrete thinking.
8. In terms of similarities with Vygotsky, Bruner claims that interpersonal communication is
necessary for development. Development here relies on active intervention of experts through
scaffolding and contingency rule.
In terms of differences, Bruner took a further step and stressed the role of language in child’s
learning development. Bruner points out that without language, thought is limited. Not only this,
but language forms the basis of understanding.
In summary, Bruner embraced the notion of socio-cognitive stage theory which is based on
interaction with adults. Not only this, but also emphasized on adults developing reciprocal
behavior with the child.
Yet there were some drawback and criticism to this approach such as, knowledge is neither given
nor absolute, often seen as less rigorous than traditional approaches, and does not fit well with
traditional age grouping and rigid learning context.
Therefore, grew out of the social constructivism, and framed around meta-cognition the approach
of multiple intelligences was brought to light.
Gardener developed multiple intelligences approach in response to the social constructivism
and asserted that all people are born with eight intelligences: verbal-linguistic, visual spatial,
logical-mathematical, musical, naturalistic, and interpersonal. The multiple intelligences in the
classroom focused on the delivery of instruction through multiple mediums, student-centered
learning environment authentic assessment, and finally self-directed learning.
Finally, I believe that learning takes place in different ways, at different levels, and at different times in a
person’s life. Therefore, there are benefits associated with all the learning theories that were
discussed. Hence, the role of instructional technologist is to adopt an eclectic approach and find
what works and use it bearing in mind learners, contexts, and different learning theories.
Instructional technologist should be aware of the strengths and weaknesses of the learning
theories and try to optimize their use in appropriate instructional design strategy.