The document discusses several theories of psychology that are relevant to curriculum development, including: 1. Behaviorism, which views learning as the formation of habits through reinforcement or punishment. Theorists mentioned include Thorndike, Pavlov, Skinner, and Bandura. 2. Cognitive psychology, which sees learning as involving mental processes like problem-solving, critical thinking, and developing stages of understanding. 3. Humanism, which focuses on the learner's needs, attitudes, and feelings, as discussed by theorists like Maslow and Rogers. Understanding learning theories informs curriculum developers about how to structure content, activities, and assessments to optimize the learning process.

1. •

3. • Curriculum is a science
that emphasizes
students’ needs
• Curriculum prepares
learners for adult life.

4. Like Bobbitt, curriculum is
science and emphasizes
students’ needs.
Objectives and activities should
match. Subject matter or content
relates to objectives.

5.  To him, curriculum should develop the
whole child. It is child centered.
 With the statement of objectives and
related learning activities, curriculum
should produce outcomes.
 He emphasized social studies and the teacher plans curriculum
in advance.
 He produced the first-ever series of school textbooks from 1929
until the early 1940s.

6.  Curricula are purposeful activities which
are child-centered.
 The purpose of the curricula is child
development and growth. The project
method was introduced by him where
teacher and student plan the activities.
 The curriculum develops social
relationships and small group instruction.

7.  Sees curriculum as organized around
social functions of themes, organized
knowledge and learners’ interest.
 Curriculum, instruction and learning are
interrelated.
 Curriculum is a set of experiences. Subject
matter is developed around social
functions and learners’ interest.

8.  As one of the hallmarks of curriculum, he
believes that curriculum is a science and an
extension of the school’s philosophy. It is based
on students’ needs and interests.
 Curriculum is always related to instruction. The subject matter
is organized into items of knowledge, skills, and values.
 The process emphasizes problem-solving. The curriculum aims
to educate generalists and not specialist.

10.  Contributed to the theoretical and
pedagogical foundations of concept
development and critical thinking in the
social science curriculum.
 She helped lay the foundation for a diverse
student population.

12.  Described how curriculum change is a
cooperative endeavor.
 Teachers and curriculum specialists
constitute the professional core of planners.
 Significant improvement is achieved through
group activity.

13. •

14. • Society as a source of change
• Schools as agents of change
• Knowledge as an agent of change

15. • Cultural Tradition
• Textbooks
• Laws
• Moral Values
• Research
• Multicultural Concerns
• Poverty
• Family Changes
• Technology
SOCIETAL CHANGES

16. • Citizenship
• Intellectualism
• Vocational Preparation
School Influences
Society….

17. •

18. What is Psychology?
• the scientific study of the
mind and behavior

19. Why should a curriculum
developer have knowledge about
the psychology of learning?

20. Why should a curriculum
developer have knowledge about
the psychology of learning?

21. Psychology theories provide insight into understanding the
teaching and learning process:
• What is learning?
• Why do learners respond as they do to teachers’ efforts?
• What impact does the school and culture have on
students learning?
• How should curriculum be organized to enhance
learning?
• What is the optimal level of student participation in
learning the curriculums various contents?
Psychology of Learning

23. Behaviorism Cognitive
Psychology
Phenomenology
and Humanism
Learning tends to
focus on
conditioning or
modifying behavior
through
reinforcement and
rewards.
Learning process
focuses on
student’s
developmental
stages, multiple
forms of
intelligence,
problem solving,
critical thinking
and creativity.
Learning deals
with the learner’s
needs, attitudes
and feelings.

24. Main Theorists:
1.Thorndike –Connectionism
2.Pavlov (and Watson) –Classical Conditioning
3.Skinner –Operant Conditioning
4.Bandura –Observable Learning and
Modeling
5.Gagné –Hierarchical Learning

25. 1.Thorndike –Connectionism
Connectionism
Defined learning as a connection or association of
an increasing number of habits.

26. Thorndike Major Law
• Law of Readiness
• Law of Exercise
• Law of Effect

27. • He is best known for his experiment with
salivating dogs.
• Unconditioned stimuli create reflexes that are not
“learned,” but are instinctual.
• Neutral and adequate stimuli are introduced at the
same time. Adequate stimulus is gradually
removed, and the neutral stimulus elicit the same
reflex.
2. Ivan Pavlov (1849-1936)

28. 3. James Watson
•Emphasized that learning was observable or
measurable, not cognitive.
•Believed the key to learning was in conditioning a
child from an early age based on Pavlov’s methods.
•Nurture vs. Nature

29. 4. Frederick Skinner
• was one of the most influential American
psychologists.
• His work led to the development of the Theory of
Operant Conditioning.

30. 5. Albert Bandura
• Bandura-bridge/transition
• learning is social by observation, modelling,
imitation

31. 6. Robert Gagné (1916 –2002)
• Gagné’s Hierarchy of Learning notes the transition from
behaviorism to cognitive psychology.
• The Hierarchy of Learning is an arrangement of 8
behaviors ranging from simple to complex.
• He also describes 5 observable and measurable learning
outcomes

32. 6. Robert Gagné (1916 –2002)
1.Intellectual Skills
•“knowing how” to organize and use verbal and mathematical symbols,
concepts and rules to solve a problem.
2.Information
•“knowing what” –knowledge and facts
3.Cognitive Strategies
•“learning strategies” needed to process information
4.Motor skills
•Ability to coordinate movements
5.Attitudes.
•Feelings and emotions developed from positive and negative experiences.

33. BEHAVIORISM IMPACT ON THE
CURRICULUM

35. • Psychiatric Clinic at the University of Rome-
taught “difficult” children to read at a normal
level
• focused progressive child- centered
approaches which involved freedom within
structure
• Opposed behaviorist focus on only “doing” but
focused also on looking and listening
Maria Montessori (1870 - 1952)

36. Jean Piaget

37. Lev Vygotsky (1896-1934)
• theory of sociocultural development
• The Zone of Proximal Development
(ZPD): distance between a student’s
performance with help and
performance independently.
• Learning as a social activity
• Social environment

38. Constructivism
• Some include this as a separate theory, others include it
inside of cognitive theories
• Individual must construct own knowledge - make
meaning
• Learner must reshape words - mimicking is not enough.
• Learners must make knowledge personally relevant
• Learning occurs when new information is linked to prior
knowledge, so mental representations are subjective for
each learner
• Learning is optimal when there is awareness of the
process - metacognition

40. Humanism
• A learner is seen as a person who has feelings,
attitudes, and emotions.
• Emotions – feelings, attitudes, self-assurance,
intrinsic and extrinsic motivation

41. Abraham Maslow
• Observed humans are striving to control
behavior and gratify themselves
• Proposed “Maslow’s Hierarchy of Needs”

42. Abraham Maslow
• Observed humans are
striving to control
behavior and gratify
themselves
• Proposed “Maslow’s
Hierarchy of Needs”

43. Carl Rogers
• Client-centered therapy (not tell directly what to do
but creating atmosphere, sense their taught and
feelings)