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psychological fpundations of curriculum doc

Major theories of learning psychological fpundations of curriculum Behaviorism Cognitive

Education◦
Psychological Foundations of Curriculum Major Theories of Learning • Behaviorism • Cognitive
Behaviorism -B.F. Skinner -Behaviorism -Focus on careful examination of the environment , behaviors, responses -Closely linked to realism -Common belief amongst behaviorist that a student’s behavior can be changed -Believes students are motivated by the factor that all people will attempt -to avoid experiences and stimuli that are not pleasing and will seek experiences that are pleasing and rewarding -See p. 282 for behaviorist class activity
Behaviorism (contd) -Focus of learning -highly organized school environment -curriculum based on behavioral objectives - Reinforcement -used to foster desired behaviors using both positive and negative -the theory is that behavior is not reinforced will eventually be extinguished—will cease to occur -Behaviorists do not attempt to learn about the causes of students’ earlier problems
Cognitive Development • Human growth and development = cognitive, social, psychological, and physical • Learning in school is mainly cognitive in nature • Cognitive development is influenced by heredity Behaviorism in the Classroom and environment • There is controversy about the extent or role of heredity versus environment in determining cognitive outcomes in school.
Jean Piaget • Cognitive development is progressive in four stages: • Sensorimotor stage (birth to age 2) – Objects have permanence . . . establishes simple relations between similar objects. • Preoperational stage (age 2 to 7) – Learns more complex concepts from experience when examples are provided • Concrete operations stage (ages 7 to 11) • Organizes logical relationships and gains facility in manipulating data in problem-solving situations.
Jean Piaget • Formal operations stage (age 11 onward) • Development of formal and abstract operations. Analyzes ideas and comprehends spatial and temporal relationships. Can think logically about abstract data, formulate hypotheses, deduce possible consequences from them. Other Cognitive Ideas • Multiple Intelligences - Gardner
• Learning Styles - Felder and Silverman • Constructionism - • Problem Solving & Critical Thinking - • Implications for Teaching Implications for Teaching • Cognitive-Field Theories • Always provide the learner with a goal which he/she can perceive and to which he/she can relate as an individual. • Provide information, facts, clues, hints with structure and sequence clearly in mind.
• Recognize that the learner's cognitive structure is dependent upon prior experiences. Implications for Teaching • Present information as a whole structure -- show elements and relationships to improve insight. • Factual information keyto learning concepts and principles.
• Instructor should constantly ask, "Am I leading the learners to use their present knowledge to solve new problems?" Constructivist Curriculum • Constructivism: An educational theory that emphasizes hand-on, activity based teaching & learning during which students develop their own frames of thought (closely related to existentialism)
– APA contends that students are active learners who should be given opportunities to construct their own frames of thought – Teaching techniques should include a variety of different, where students are free to infer & discover their own answers Constructivist Curriculum • : Constructivist ideas about curriculum stand in sharp contrast to authoritarian approaches. Learning occurs through the construction of new, personalized
understanding that results from the emergence of new cognitive structures. Reconstructionist -It was recognized that progressivism had made advance beyond essentialism in teacher-pupil relations and teaching methodology - Reconstructionist Curriculum -requires that students be taught to analyze world events -explore controversial issues -develop a vision for a new and better world -teachers examine cultural heritages, encourage students to promote programs of cultural renewal
- Reconstructionism (contd) -Giroux -calls teachers to be transformative intellectuals and wants them to participate in created a new society -schools should practice critical pedagogy unites theory and practice as it provides students with critical thinking tools -See p. 288 for Reconstructionist Class Activity - Reconstructionism and World Reformation -public education should be the direct instrument of world reformation
-the essence of learning is the actual experience of learning Reconstructionism -Prepares learners to deal with world crises -war, inflation, rapid technological changes, depression -Urge that individuals, as entities within a social context engage in specific reform activity -Paul Freire -contemporary social reconstructionist -worked to free society from an educational system that he saw as devised by the dominant class -“for the purposes of keeping the masses submerged and contained in a culture of science” Reconstructionism
-Freire -worked among poor -proposed a problem-posing approach to education to replace “banking” method Humanism -Jean Jacques Rousseau -ideas of existentialism
-believed that the child entered the world not as a blank slate, but with certain innate qualities and tendencies • -Humanism is concerned with enhancing the innate goodness of the • individual • -rejects a group-oriented educational system • -seeks ways to enhance the individual development of the student • -believe that most schools de-emphasize the individual and the • relationship between teacher and student • -Education should be a process of developing a free, self-actualizing person
Humanistic School Environments -Martin Buber: describes the heart of humanistic environments • Many students today feel that teachers treat them as SS #’s • Buber contends that a relationship btw a student and teacher should have a mutual sensibility feeling -Nel Noddings: describes the ‘environment for caring’ • Humanistic school environment is one in which people (both teacher & student) share their thoughts, feelings, beliefs, fears, and aspirations with one another -
Gestalt Theory • Concerned with the wholeness of the problem. Humans do not respond to isolated stimuli, but to an organization or pattern of stimuli. • When confronted with a learning situation, the learner: • analyzes the problem, • discriminates between essential and nonessential data, • and perceives relationships. • The environment is continuously changing, and thus the learner is continuously reorganizing his or her perceptions. Carl Rogers • Teacher's role is a facilitator
• Curriculum is concerned with process • Learner requires experience through self- initiation, self-discovery, self-actualization, and self-evaluation