The document discusses several psychological perspectives that influence curriculum development, including behaviorism, cognitivism, constructivism, and humanism. It provides overview of major theorists like Pavlov, Thorndike, Piaget, and Rogers, and explains their core concepts such as stimulus-response theory, information processing, knowledge construction, and the importance of emotions and learner-centered approach. A curriculum developer should have knowledge of learning psychology to understand how students learn and design effective instruction based on cognitive and affective factors.

2.  Curriculum is interpreted to mean all the
organized activities, courses and
experiences which a student have under
the direction of the school whether in
classroom or not.
(By Stephen Romine)

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Understanding Learning
(3/3)
 Psychology
 derived from Greek word psyche (soul)
 Study of behavior, mind and thought
 Deals with mental processes that shape behavior, thinking
 Psychology in learning
 Provides basis for understanding of human learning
process
 To your mind, why should a curriculum developer have
knowledge about the psychology of learning?

4.  Foundations of curriculum

5. The foundations of curriculum
developments can be analyzed in terms
of;
 Philosophical Foundation
 Psychological Foundation
 Sociological Foundation
 Economic Foundation

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Psychological Perspectives
Influencing Curriculum
CURRICULUM
COGNITIVISM
CONSTRUCTIVISM
BEHAVIOURISM
HUMANISM

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Behaviourism (1/4)
 Study of behaviours that can be observed
stimulus behaviour (response)
 Motivation to learn is assumed to be driven by
stimulus / drives (rewards, punishment)

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Behaviourism (2/4)
Ivan Pavlov (1849-1936)
 Stimulus Response
 Learning is association of S
& R
 Pavlov experiment with dogs
Edward Thorndike (1871949)
 Law of effect- if response
followed by reward then
response will be
strengthened
 Law of exercise – the S & R
connection strengthened by
practise
 Law of readiness – likeliness
of certain behaviours to be
learned. “preparation of

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Cognitivism (2/5)
 Information Processing Approach
 Sensory Memory -
○ receives information of exteranl stimuli
(visual, auditory, etc.)
 Short term memory (STM)
○ information from sensory memory encoded
and stored for ¼ second
○ Limited capacity (7 chunks)
 Long term memory (LTM)
○ Encoded information stored in LTM as a
network
○ Unlimited capacity

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Cognitivism (3/5)
 Meaningful learning
 Patterning, creating meanings
 The deeper processing the more things wil be
remembered
 Methods to create meaningful learning
○ Chunking
○ Mneumonics
○ Concept maps
 What will you do to ensure meaningful learning
occur in your classroom

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Constructivism (1/4)
 Learning as an active construction of knowledge
 Constructivists
 Knowledge construction involves (Piaget) :
 Assimilation – fitting new experience into mental structure
 Accomodation – revise existing scheme against new
experience
 Equibilirium – seeking cognitive stability
Bruner Vygotsky Piaget

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Constructivism (2/4)
 Learning as a social activity
 Social environment (experiences, skills,
knowledge, culture) influence learning
 Cooperative, collaborative and group
investigation allow students to discuss
ideas, beliefs, misconceptions
 Zone of proximal development – difference
between what learners can do on their own
and with help of others (experts / peers)

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Constructivism (3/4)
 Constructivism in classrooom
 Student autonomy encouraged
 Higher level thinking is encouraged
 Students engaged in dialogue with teachers
 Students engaged in discussions that
challenges hypothesis

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Humanism

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Humanism (1/5)
 Learner is seen as a person who has
feelings, attitudes and emotions.
 Emotions – feelings, attitudes, self-
assurance, intrinsic and extrinsic
motivation
 Emotions can facilitate learning and at
the same time can distract learning

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Humanism (2/5)
Humanists
Abraham Maslow
Carl Rogers
 observed humans are striving to control
behaviour and gratify themselves
 proposed “Maslow’s Hierarchy of Needs” (pls
read pg 65)
 When lower needs are satisfied, they will be
more motivated to go higher level.
 Client- centered theraphy (not tell directly
what to do but create atmosphere, sense their
taught and feelings)
 Classroom must be learner centered and
teachers should facilitate learning.

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Humanism (3/5)
Humanists
 Arthur Combs
 Purpose of teaching is to help student develop
positive self concept
 Teachers as facilitators, encourager, helper
 6 characteristics of a good teacher
1. Well informed about subject
2. Sensitive of others’ feelings
3. Believe in students’ ability
4. Positive self concept
5. Help students
6. Use various methods of instruction

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Humanism (4/5)
 Humanism in classroom. Please read pg
66
 Please discuss question 2 in activity 3.5
“Do you think our national schools give
enough attention to the affective
(emotions, feelings) of learning?”