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.
Topic: Need & Scope of Educational Psychology
Student Name: Mazhar Ali
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Topic: Need & Scope of Educational Psychology
Student Name: Mazhar Ali
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Scope and importance of educational psychologyAnnieThakur3
This presentation is intended to understand
Educational psychology : scope and its importance
Educational Psychology is important because it trains us to watch for different learning situations and how to adapt to those situations accordingly.
Unit 04 personality in educational psychologyDARSGHAH
Unit 04 personality in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Unit 04 personality in educational psychologyDARSGHAH
Unit 04 personality in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
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
Psychology Meaning, Definition and Nature of Educational Psychology.pptxDr. Harpal Kaur
This ppt explains concept of educational psychology, its definitions and nature . Psychology and education are explained separately and then meaning of educational psychology is explained.
1. Behaviorism School of Psychology
2. gestalt School of Psychology.
3. Humanistic School of psychology
4. Cognitive school of psychology
5. Constructivist school of Psychology
Psychology is the scientific study of behavior and mental processes, aiming to understand how individuals think, feel, and act in various situations. Its nature encompasses both objective observation and subjective experience, delving into areas such as cognition, emotion, perception, motivation, and social interaction. Branches of psychology include clinical, counseling, developmental, cognitive, social, and experimental psychology, each focusing on distinct aspects of human behavior and mental processes. Types of psychology range from applied fields like industrial-organizational and forensic psychology to theoretical areas such as neuropsychology and evolutionary psychology, collectively contributing to a comprehensive understanding of human nature and behavior.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Meaning & Historical Background Of
Psychology
• The word psychology is derived from Greek
word psycho & logos. ‘Psycho’ means “soul”
and ‘logos’ means “science”. The science of
soul.
• First Stage: Psychology was defined as the
“study of the soul”
• Second Stage: It was again defined as the
“study of the mind”
3. Conti…
• Third Stage: Again it was defined by William James
(1890) as the “Study of Consciousness”
• Fourth Stage: “Study of total Behaviour”
(consciousness and unconsciousness).
• It is scientific because it is systematic study of
observable events/behavior and behavior is unlearned
process where in include reflexes, physiological
process and instincts and it is learned behavior also
because all behavior acquire through practice.
• Today Psychology is scientific method of collecting
data about individual and groups to analyze and
predict their behavior.
4. Definitions
• “Psychology is the scientific study of the
activities of the individual in relation to his
environment”
by: Woodworth & Marquis
“Psychology today concerns itself with the
scientific investigation of behaviour”
by: N.L. Munn
7. • Abnormal Psychology:
*study unusual pattern of behavior.
General Psychology:
*study human development, emotions,
motivation, learning, perception, thinking, memory,
intelligence and processing.
Behavioral Psychology:
*study the behaviors of living organisms.
8. Biological Psychology:
Behavioral neuroscience, also known
as biological psychology, biopsychology, or
psychobiology is the application of the principles
of biology (in particular neurobiology), to the
study of physiological, genetic, and
developmental mechanisms of behavior in
humans and non-human animals.
Cognitive Psychology:
Cognitive psychology is the study of
mental processes such as "attention, language
use, memory, perception, problem solving,
creativity, and thinking."
9. • Comparative Psychology:
Comparative psychology refers to the
scientific study of the behavior and mental
processes of non-human animals, especially as
these relate to the phylogenetic history, adaptive
significance, and development of behavior.
Cross- Cultural Psychology:
Cross-cultural psychology is the
scientific study of human behavior and mental
processes, including both their variability and
invariance, under diverse cultural conditions.
10. • Developmental Psychology:
Developmental psychology is the
scientific study of changes that occur in human
beings over the course of their life span.
Educational Psychology:
Educational psychology is the branch
of psychology concerned with the scientific study
of human learning.
Experimental Psychology:
The branch of psychology concerned
with the scientific investigation of the responses
of individuals to stimuli in controlled situations.
11. • Forensic Psychology:
Forensic psychology is the intersection
between psychology and the justice system.
Health Psychology:
Health psychology is the study
of psychological and behavioral processes
in health, illness, and healthcare.
12. Personality Psychology:
Personality psychology is a branch
of psychology that studies personality and individual
differences.
Its areas of focus include: Constructing a
coherent picture of a person and his or her major
psychological processes.
Investigating individual differences, that is, how
people can differ from one another.
Social Psychology:
The branch of psychology that deals with social
interactions, including their origins and their effects on the
individual.
14. • Introspection Method:
examination of one's own conscious
thoughts and feelings. In psychology the process
of introspection relies exclusively on observation
of one's mental state, while in a spiritual context
it may refer to the examination of one's soul.
Observation Method:
the observation and description of a
subject's behavior. Researchers utilizing
the observational method can exert varying
amounts of control over the environment in
which the observation takes place.
15. • Anecdotal Method:
Method based on personal
recollections of a case, as opposed to specific,
empirically derived investigation. Can provide
ideas to fuel further research.
Experimental Method:
The experimental method involves
manipulating one variable to determine if
changes in one variable cause changes in another
variable.
This method relies on controlled
methods, random assignment and the
manipulation of variables to test a hypothesis.
16. • Case study method:
In order to prepare a case history
of data are taken from many sources for
example his or her family history, educational
life, medical history and social life.
This method is very popular in clinical
psychology and life span developmental
psychology.
17. Questionnaire Method:
• A questionnaire consists of a set of questions to
which the individual is required to respond.
• The items (questions) of the questionnaire can be
either in closed-ended form or in open-ended
form.
• In the case of closed-ended item the individual is
provided with limited alternative and he or she
has to choose only one alternative which reflects
his or her view on the item.
• In open-ended items the individual is free to give
his or her response the way he or she likes.
18. Educational psychology
• Educational psychology is nothing but one of
the branch of applied psychology.
• It is an attempt to apply the knowledge of
psychology to the field of education.
• In other words , educational psychology is the
study of the experience and behavior of the
learner in relation to educational
environment.
19. DEFINITIONS:
• Crow and Crow put it as: “Educational
Psychology describes and explains the learning
experience of an individual from birth through
old age”.(1973)
• According to Peel: “Educational Psychology is
the science of education.(1956)
• It is that branch of psychology which deals
with teaching and learning (by: Skinner)
20. Educational Psychology with regard to
Teaching & Learning
• To Know the learner
• To select and organize the subject-matter
or learning experiences
• To suggest art and techniques of learning
as well as teaching
• To arrange learning situation or
environment
Cont … …
21. • To acquaint him with the mechanism of
heredity and environment
• Helping in maintaining discipline
• Rendering guidance services
• Helping in evaluation and assessment
• Solving classroom problems
• Knowing about himself
• Motivation for Teaching and Learning
• Knowledge about group study and group
behaviour
• All round development personality
22. EDUCATION AND EDUCATIONAL
PSYCHOLOGY
• Education by all means, is an attempt to mould and
shape the behavior of students. Its aims to produce
desirable changes in them for all-round development
of their personalities.
• The essential knowledge and skill to do this job
satisfactorily is supplied by educational Psychology as
Peels puts it in the following words:
• “Educational Psychology helps the teacher to
understand the development of his pupils, the range
and limits of their capacities the process by which they
learn and their social relationships” (1956)
23. NATURE OF EDUCATIONAL
PSYCHOLOGY
• Its nature is scientific since it has been accepted that it
is a science of education.
• The relationship between education and education
psychology also throws light on its nature. We can
summaries the nature of educational psychology in
following ways.
By applying the principles and techniques of
psychology, it tries to study the behaviour and
experiences of the pupils.
Education Psychology limits its study to the behaviour
of the pupils(learner) in relation to educational
environment.
24. Conti…
It gives the necessary knowledge and
skill(technical guidance) for giving education
to the pupils in a satisfactory way.
It is applied positive science.
Educational Psychology is not a perfect
science.
It employs scientific methods and adopts
scientific approach to study the behaviour of
an individual in educational environment.
26. Learner:
• The total subject matter of educational
psychology primarily revolves around this
factor-learner.
• This subject of the subject acquaints us with
the need of knowing the learner and deals
with the learner and deals with the
techniques of knowing him well.
27. Learning experiences:
• This is the second area of educational psychology and
though the subject does not directly connect itself with
the problem of what to teach or what learning
experiences to provide the learner, it has the
responsibility of suggesting the techniques on
acquiring learning experiences.
• Educational psychology helps in deciding the kinds of
learning experiences desirable at different stages of
growth and development of the learner so that these
experiences can be acquired with a greater ease and
satisfaction.
• In this area, education psychology has the subject
matter which facilitates the selection of the desirable
experiences for the learner.
28. Learning processes:
• After knowing the learner and deciding on the types of
learning experiences that are to be provided , the next
problem arises when helping learner properly acquires
these experiences with ease and convenience.
• Therefore around this pivot, educational psychology
deals with the nature of learning and how it takes
place and comprises topics such as laws, principles and
theories of learning, remembering and forgetting
perceiving , Concept formation, thinking and reasoning
process, problem solving, transfer of training, ways and
means of effective learning and so on.
29. Learning situation or environment:
• Under this topic , educational psychology
focuses on the environmental factors and
learning situations which come between the
learner and the teacher.
30. Teacher:
• Last but not the least is the teacher. It emphasize
the need of knowing the self for a teacher to play
his role properly in the process of education.
• It discusses he conflicts motivation, anxiety,
adjustment level of aspiration etc.
• Moreover it throws light on the essential
personality traits, interest, aptitudes,
characteristics of effective teaching etc. so as to
inspire him to become a successful teacher.
32. First Function
• To afford a thorough knowledge of the
nature of the child
• Second function
–To provide an understanding of the
nature, aims, and purposes of education.
33. Third Function
• To acquire familiarity with the
technical vocabulary and to
further an understanding and an
appreciation of the scientific
procedures by which the data of
educational psychology are
obtained.
34. Fourth Function
• To provide a significant
knowledge of developmental
process with particular
emphasis upon the
promotion, guidance and
control of mental and moral
aspects.
35. Fifth Function
• To provide an understanding of the
principles governing learning,
together with a knowledge of the
techniques for guiding
improvement in learning and their
application to the practical
problems in the classroom.
36. Sixth Function
• To present the theories
underlying the measurement
and evaluation of mental
abilities, aptitudes,
achievements, interest and
personality organization.
37. Seventh Function
• To present the principles and
conclusions regarding the
prevention of all types of
maladjustments together with
the approved practices for
achieving satisfactory
adjustments.
38. Eight Functions
• “Culminating Function”
• To inculcate prospective teacher
the realization that the most
essential purpose.
41. • 1. STRUCTURALISM: This school of psychology
was started by wundt. The goal of structuralism
was to find the elements which make up the
mind. The main method used by them to discover
the elementary units of mind as introspection.
• 2.FUNCTIONALISM: The functioning of mental
process and how the mind works was seen as the
subject matter of psychology observations of
actual behaviour was used to supplement data
gathered from introspection.
42. 3.BEHAVIORISM:
• This school is proposed by J.B Watson. It is
rooted in Thorndike’s theory of trial and error
learning which stress that behaviours formed
through association between stimulus and
response that are stamped into the behaviours of
the organism through the 3 basic laws of
frequency, recurancy, and law of effect.
• Later Pavlov postulated that through associate a
previous neural stimulus could be condition to
elicit a response. Classical conditioning stands as
one of the most important paradigm of learning.
43. Conti…
• Skinner’s theory of instrumental or operant
conditioning stresses that the rate of an organism
responses(increase or decreases) is directly
influenced by the subsequence delivery of a re-
enforcer or a punisher.
• The behaviour according to behaviourists
whether adaptive or in adaptive is learned and
psychology should concern itself only that which
objectively observable and measurable.
44. 4.SIGMUND FREUD’S SCHOOL OF
PSYCHOANALYSIS:
• Sigmund Freud would has been great Hollywood
screenwriter. His stories of personalities in one of
desire, power, control and freedom. Our personality
represent a drama of sort, acted out in our mind. The
ancient Greek thought that all peoples were actor in
the drama of the god above. For Freud, we are simply
actors in the drama of our mind, pushes by desire,
pulled by conscience.
• According to Freud, there is conscious, sub-conscious
and unconscious levels in person and there are three
dimension of a personality which call id, ego and
super-ego .
45. 5.GESTALT SCHOOOL:
• Wertheimer, Kohler and Kafka were the proponents of
this school. This group made their greatest
contribution and perception and learning theory from
which cognitive theory was eventually evolved.
• The formation of Gestalt as configuration is arrested by
innate tendencies of organism, its perceptual
experience on the basis of similarity continuity and
closure.
• The Gestalts state that the mind should be thought of
as a result from the whole bottom at sensory activities
and the relationship within this pattern,. They
maintained or mentioned that of mind is not made up
of a combination of simple elements..
46. 6.HUMNISTIC SCHOOL:
• Karl Roger is the proponent of this school. They believe
that man is essentially good and rational with I-me-
myself as the centre of experience. The most important
striving is self – actualization . People react to way,
consistent to their perceptions of world.
• Perceived that threats is followed by defense, rigidity,
narrowing at perception and defense mechanisms.
• The therapist must view the client as an individual with
the capacity of self-direction and be able to express a
sense of positive unconditional regards.
47. 7.EXISTENTIAL SCHOOL:
• The ultimate challenge to human existence is the
sense at personal identity and to build
meaningful links with the world.
• Modern man suffers from confusion and the
strain of blind conformity and striving for
increased self determination.
• Man is viewing as a choosing, free, and
responsible agent anxiety in many ways is
unavoidable however, the individual can be
neurotic or can comfort and challenged.
48. The goals of psychology
• Describe
• Understand
• Predict
• Control & modify behavior and mental
process.