2. Learning Outcomes:
• Identify the different foundation of
Curriculum. (Psychological and Social
Foundations)
• Explain how each foundation influences the
curriculum development.
3. 4 Foundations of Curriculum
Development
Philosophical
Foundations
Psychological
Foundations
Historical
Foundations
Social-
Foundations
6. Behaviorist Psychology
oThe first theory which studied how learning occurs
was named as behaviourism. Behaviorism claimed
and proved that behaviour can be modified by
changing the environment.
7. 1. Behaviorist Psychology
Connectionism
Classical Conditioning
Operant Conditioning
Social LearningTheory
Hierarchical Learning
• Edward Lee Thorndike
• Ivan Pavlov
• B.F Skinner
• Albert Bandura
• Robert Gagne
8. 1. Behaviorist Psychology
Connectionism • Edward Lee Thorndike
• Represent the original SR framework of behavioral psychology.
three primary laws:
(1) law of effect
(2) (2) law of readiness
(3) (3) law of exercise
9. 1. Behaviorist Psychology
Classical Conditioning • Ivan Pavlov (1849-1936)
• Father of Classical Conditioning Theory the S-R Theory
•The key to learning is early years of life is to train them what you want
them to become.
• S-R Theory is a foundation of learning practice called indoctrination
10. 1. Behaviorist Psychology
Operant Conditioning • B.F Skinner
A Method of learning that employs rewards and punishments
for behavior. Through operant conditioning, an association is
made between a behavior and a consequence (whether
negative or positive) for that behavior.
11. 1. Behaviorist Psychology
Operant Conditioning • B.F Skinner
The educational implications of Skinner’s operant conditioning theory are
as follows:
1. Used for Shaping Children’s Behavior:
2. Eliminates Negative Behavior
3. Reinforcement:
4. Removes Unwanted Behavior
5. Motivated Learners:
12. 1. Behaviorist Psychology
Social Learning Theory • Albert Bandura
Emphasizes the importance of observing, modelling, and
imitating the behaviors, attitudes, and emotional reactions of
others. Social learning theory considers how both
environmental and cognitive factors interact to influence
human learning and behavior.
13. 1. Behaviorist Psychology
Hierarchical Learning • Robert Gagne
Level 1: Gaining Attention( Reception
Level 2 : Informing learners of the objective ( Expectancy
Level 3: Stimulating Recall of prior learning ( Retrieval)
Level 4: Presenting the stimulus(Selective Perception)
Level5: Providing learning guidance ( Semantic Encoding)
Level 6: Eliciting Performance (Responding)
Level 7: Providing feedback(Reinforcement)
Level 8: Assessing performance (Retrieval)
Level 9: enhancing retention and transfer ( Generalization)
14. oLearning constitutes a logical method for
organizing and interpreting learning.
Teachers use a lot of problem and
thinking in the teaching and learning
process.
Cognitive Psychology
15. o Sensorimotor stage: 0-2 years Age, Development: The child learns
sensorimotor activities. He begins to establish simple relations between
objects.
o Operational stage: 2-7 years Age, Development: Learns to take a
symbolic meaning, but can consider only one dimension.
o Concrete operational stage: 7-11 years Age, Development: Learns to
organize data into logical relationships and can learn concepts in
problem solving situations.
o Formal operational stage: 11 on-wards Age, Development: Can think
about abstract ideas, formulate hypotheses and deduce possible
conclusions from them.
16. 2. Cognitive Psychology
Cognitive Development
Stage • Jean Piaget
Key to Learning
• Assimilation (incorporation of new experience)
• Accommodation (learning modification and adaptation)
• Equilibrium (balance between previous and later learning)
17. 2. Cognitive Psychology
Sociocultural Theory of
Cognitive Development • Lev Vygotsky
Cultural transmission and development
• Children could, as a result of their instruction with society, actually
perform certain cognitive actions prior to arrive at development
stage.
• Learning precedes development
18. 2. Cognitive Psychology
Learning Styles • Fedler and Silverman
Dimensions of this model consist of four continuums
• sensing-intuitive,
• active-reflective,
• visual-verbal
• sequential-global.
19. 2. Cognitive Psychology
Emotional Intelligence • Daniel Goleman
there are five key elements to it:
• Self-awareness.
• Self-regulation.
• Motivation.
• Empathy.
• Social skills.
20. oHumanist psychologist are concerned with
how learners can develop their human
potential; the process not products; and
personal needs not subject matter.
Humanistic Psychology
21. 3. Humanistic Psychology
Gestalt Theory
Self-Actualization Theory
Personal Development
Theory
• Gestalt
• Abraham Maslow
• Carl Rogers
22. 3. Humanistic Psychology
Gestalt Theory • Gestalt
• Gestalt literally means “whole” or “unified.”
• Focuses on how humans learn, which is based upon
our previous experiences with similar objects or from
other senses such as sound and smell
23. 3. Humanistic Psychology
Self-Actualization Theory • Abraham Maslow
Hierarchy of needs
• Physiological Needs:
• Safety Needs:
• Love and Belonging Needs:
• Esteem Need.
• Self-actualization Needs:.
• Knowing and Understanding
24. 3. Humanistic Psychology
Personal Development
Theory • Carl Rogers
Rogers’ ‘Personality Development’ Theory is important when it
comes to learning because if we create the idea of learner centered
learning, the pupil is more likely to want to learn and retain the
knowledge.
25. Summary
• Psychology has great influence in the curriculum.
Learners are not machine, and the mind is not a
computer.
27. Social Foundation
•Schools exist within the social context.
•Schools are only one of the many institutions that
educate society.
•Schools are formal institutions that address more
complex and interrelated society in the word.
28. Social Foundation
•Society as ever dynamic is a source of a very fast
changes which are difficult to cope with and adjust to.
•Schools are made to help understand these changes.
•Schools' curricula should address diversity, explosion of
knowledge, school reforms and education for all.
29. Social Foundation
•Relationship of curriculum and society is mutual and
encompassing.
•Curricula should reflect and preserve the culture of
society and its aspirations.
•Society also imbibe the changes by brought by formal
institution called SCHOOL.
30. 4 Foundations of Curriculum
Development
Philosophical
Foundations
Psychological
Foundations
Historical
Foundations
Social-
Foundations
Psychological foundation is based on the individual differences, every student has its own unique personality and they have differences in their leering and skills. They are different in nature so they can’t be treated alike in teaching learning process, some may be fast learner while other slow. Therefore the curriculum should be based on the above facts, and it should be design to support the capacity and potentialities of all the students.
Psychology play a vital role in the teaching learning process it is the foundation for all type of educational related programmed. The methods of teaching, the selection of content of subjects, the methods and theories of learning, the overall development of the students and to inculcate the norms of the society in the students. Psychology helps in all the processes above in the development process of the curriculum.
There are 3 major groups of learning theorist
In other words, a learner responds differently to different stimulus. Accordingly, it suggested to intentionally provide a stimulus to create desirable response. It says that:
Behavior is result of conditions in which learning takes place.
If proper stimuli are provided, behaviour can be moulded.
It is.possible to control learning experiences to create desired learning outcomes.
It is important to reinforce positive behaviour to ensure its repetition.
Behaviorist pshychology include the different theory of learning. We will looking 5 theorist each theory tells about bahavior
American pioneer Father of modern psychology. Thorndike major work had to do with connections , that is why it is known as connectionism.what students learn today must be connected in someway to what they did previously or what they are going to do in the future.in other word they need to see how what they are learning today build of what they already know . Connections will be made.so try to make that connection , try to help student see, why It is important today based on either how it fits in . Thorndike was especially interested in the application of his theory to education including mathematics (Thorndike, 1922), spelling and reading (Thorndike, 1921), measurement of intelligence (Thorndike et al., 1927) and adult learning (Thorndike at al., 1928).
Learning is the result of associations forming between stimuli and responses. Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings.consist or 3 laws..1. law of effect – responses to a situation which are followed by a rewarding state of affairs will be strengthened and become habitual responses to that situation, (2) law of readiness – a series of responses can be chained together to satisfy some goal which will result in annoyance if blocked, and (3) law of exercise – connections become strengthened with practice and weakened when practice is discontinued. A corollary of the law of effect was that responses that reduce the likelihood of achieving a rewarding state (i.e., punishments, failures) will decrease in strength.
van Pavlov was a Russian physiologist best known in psychology for his discovery of classical conditioning . During his studies on the digestive systems of dogs, Pavlov noted that the animals salivated naturally upon the presentation of food. Conditioned learning actually means responding normally by a natural response to an unnatural situation or stimulus, when in actual fact; the response is to be in the presence of the natural stimulus. From classical conditioning, we learn that it is important to provide a conducive learning environment. The belief is that all behavior is controlled by environmental conditions and demands. The learning environment should be enriched enough.
his ideas were based on Thorndike’s law of effect. Skinner also believed that we do have a mind. Therefore it was more productive to study observable behavior rather than internal mental events. For him behavior is determined or influence by its consequencses. The response will be determine the behavior or stimulus ,if the response is good , then the stimulus will continue and will be good.
used for Shaping Children’s Behaviour: The operant conditioning theory can be used in the classroom to shape the behaviour of children through the use of rewards or reinforcement.
Eliminates Negative Behaviour: The operant conditioning theory involves the use of negative reinforcement which strengthens behaviour by eliminating unpleasant behaviour.
Reinforcement: The operant conditioning theory includes positive reinforcement and negative reinforcement which can be used to shape the behaviour of children.
Removes Unwanted Behaviour: The operant conditioning theory helps in removing the unwanted behaviour of children such as demotivation towards learning, tardiness, and the like.
Motivated Learners: The use of reinforcement in the form of rewards motivates children to keep learning and perform better.
In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning theories of classical conditioning and operant conditioning. However, he adds two important ideas:Mediating processes occur between stimuli & responses.Behavior is learned from the environment through the process of observational learning. Children observe the people around them behaving in various ways.
Robert Gagne (1916–2002) was an educational psychologist who pioneered the science of instruction in the 1940s. His book "The Conditions of Learning," first published in 1965, identified the mental conditions that are necessary for effective learning. Gagne's Nine Levels of Learning model gives trainers and educators a checklist to use before they engage in teaching or training activities. Each step highlights a form of communication that aids the learning process. When each step is completed in turn, learners are much more likely to be engaged and to retain the information or skills that they're being taught.
These are exemplifies by practices like reflective thinking, creative thinking, intuitive thinking, discovery learning and many more
Unlike behaviorists, cognitive school claims that learning is cognitive in nature. It explains that a man goes through different style of development from birth to maturity. Piaget gave following states of cognitive development from birth to maturity:
These stages follow a hierarchical order. Age limit is flexible for each stage depending on hereditary and environmental factors. Tyler, Taba and Bruner based their curriculum principles on Piaget’s theory.
Piaget’s theories have had a major impact on the theory and practice of education . First, the theories focused attention on the idea of developmentally appropriate education—an education with environments, curriculum, materials, and instruction that are suitable for students in terms of their physical and cognitive abilities and their social and emotional needs
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as sociocultural theory.Pedagogy creates learning processes that lead to development. • Child is an active agent to his or her educational process. According to Vygotsky, adults in society foster children’s cognitive development by engaging them in challenging and meaningful activities. Adults convey to children the way their culture interprets and responds to the world.
Emotion contains the power to affect action.
• Emotional QuotientIt took a special kind of intelligence, Goleman said, to process emotional information and utilize it effectively — whether to facilitate good personal decisions, to resolve conflicts or to motivate oneself and others
Humanistic approach suggests that-our behavior is dependent on our concept of ourselves. Human beings understand ‘wholeness’ of the problem and react to it in an organized pattern.
t was first proposed by German psychologist Wolfgang Kohler in 1912 and has been expanded upon by many psychologists since then, including Max Wertheimer (1923), Kurt Koffka (1935), and many others.The theory states that the whole of a set of stimuli, such as verbal and nonverbal communication, has a greater influence on behavior than individual parts; individuals can gain more from studying elements of a subject in relationship to one another rather than simply memorizing them by themselves. Teachers should encourage their students to discover the relationship of the elements that make up a problem. Incongruities, gaps, or disturbances are essential stimuli in the learning process. Educational instruction should be based on the Laws of Organization
Physiological Needs: These are basic needs without which a person can’t survive and maintain life like food, water and, oxygen etc.
Safety Needs: These are the needs which are meant to protect our-self like a house to save oneself from many problems, security etc.
Love and Belonging Needs: These are needs to have a loving and understanding relationship with people and to have a social circle.
Esteem Need: These are needs to be identified as a respectable person.
Setf-actuaziliation Needs: These needs demand the development of best within a person.
Knowing and Understanding: These needs are for a desire to learn and know the deepest of truth
Carl Rogers was one of the core theorists of the humanistic paradigm whose work began in psychotherapy, with later application to the educational process. He applied his “client-centered” approach to therapy to interactions between teachers and students, resulting in a strongly student-centered approach to education. Curriculum design involves planning activities, readings, lessons, and assessments that achieve educational goals. Curriculum design can be segmented into three forms. These include subject-centered design, learner-centered design and problem-centered design.
Humans are biological being affected by their biology and cultures, psychological foundations wil help the curriculum makers in nurturing more advance, more comprehensive and complete human learning.
Social Foundations inquiry helps to sharpen students' capacities to understand, analyze, and explain educational issues, policies, and practices in order to improve education.
All of these foundations are interrelated to each other. In summary, the foundation upon which curriculum is based are educational philosophies, historical development, psychological explanations, and societal influences. All of these foundations are interrelated to each.
