This document discusses the biological and psychological foundations of learning and education. It first defines biology and psychology, then discusses several theories of learning proposed by theorists like Thorndike, Pavlov, and Skinner. The document outlines factors that affect learning like motivation, reinforcement, and association. It also differentiates between types of learning such as direct/indirect, sensory/verbal/motor. Finally, it discusses implications for education management, including using varied teaching strategies based on individual learning styles and establishing good study habits through supervision and frequent review.

1. Relationship of
biological and
psychological
foundation
Zyra A. Aňosa
Brenda M. Catuday

2. BIOLOGY
• a natural science concerned with the
study of life and living organisms,
including their structure, function,
growth, origin, evolution,
distribution, and taxonomy.
https://www.visiblebody.com/learn/biology

3. PSYCHOLOGY
• a branch of science which studies the
activities of the organism.
• Psychology is the science of mind and
behavior and its functions, especially
those affecting behavior in a given
context. It includes the study of
conscious and unconscious phenomena,
as well as feelings and thought.

4. BIOLOGICAL-PSYCHOLOGICAL
FOUNDATIONS OF EDUCATION

5. THE LEARNING PROCESS &
THEORIES OF LEARNING

6. HOW DO PEOPLE
COME TO
BEHAVE IN THE
WAY THEY DO?

7. WHAT IS LEARNING?
LEARNING is any change in a
person or his behavior. (Burton)
LEARNING is modification of
inherited responses and the
acquisition of new
experiences. (Freeman)

8. WHAT IS LEARNING?
LEARNING Is the modification of
the reaction of the organism
through experience. (Covin)

9. WHAT IS LEARNING?
LEARNING Is any change that may
take place in one through the
influence of the outside world,
whether the influence be persons
or things, good or bad. (Thomas)

10. OUTCOMES OF LEARNING
• Knowledge and Information
• Habits and Skills
• Attitudes and Appreciation

11. THEORIES OF LEARNING
1. Connectionism Theory (Thorndike)
Association is established
between stimulus and response.
Practice strengthens the
association between the
stimulus and response.
The connection
between stimulus and
response is strengthened
by reward of satisfaction.

12. THEORIES OF LEARNING
2. Classical or Respondent
Conditioning (Ivan Pavlov) – the
association between a
conditioned stimulus and
a response is strengthened
by repeated presentation
with the unconditional
stimulus.

13. THEORIES OF LEARNING
2. Instrumental or Operant Conditioning
– the stimulus – response pattern is
strengthened by immediately following
the response with the reinforcing
stimulus.

15. FACTORS AFFECTING LEARNING
1. Motivation – the stimulus-response
pattern is strengthened by
immediately following the response
with the reinforcing stimulus.
2. Reinforcement – may be made
through the use of audio-visual aids,
review, drills and other means.

16. FACTORS AFFECTING LEARNING
3. Extinction – let something die out of
be forgotten by disuse.
4. Association – means the more
connections are made with a subject,
the better it will be learned and
retained.

17. FACTORS AFFECTING LEARNING
5. Interest – facilitates learning and
be its own motivation. (interesting
lesson).
6. Reward or Punishment – should
be given immediately.

18. FACTORS AFFECTING LEARNING
7. Recency – means that learning
should be made recent in the minds
of learners so that they will not
forget what they have learned.
(frequent review)

19. KINDS OF LEARNING
Direct Experience – learns through a
direct contact with the stimulus.
(Pilsbury).
Indirect Experience – uses mode,
tools/instruments in order to learn
something (Pilsbury).

20. KINDS OF LEARNING
Congenital – present at birth such as
reflex actions (Burnham).
Temporary – learns (needed) in a
short while and conveniently
forgotten (Burnham).
Permanent – those that be utilized
throughout life (Burnham).

21. KINDS OF LEARNING
Sensory Learning – learns through the
sense of touch - Braille reading
(Ruch).
Verbal Learning – memorizing poem.
(Ruch).
Motor Learning – Typing or swimming
(Ruch).

22. KINDS OF LEARNING
Ideational Learning – planning the plot
of the story (Ruch).
Attitudinal Learning – teaching good
manners. (Ruch).

23. IMPLICATIONS FOR EDUCATION
Management of Learning
• People learn in different ways.
Teachers should, therefore, use
different strategies in teaching.
• Parents and teachers should help
children develop good study habits
by supervision.

24. IMPLICATIONS FOR EDUCATION
Management of Learning
• Since learning is habit formation,
there should be no exception to
following the rules of good study
habits.
• Drill often on those things that
should be automatized or those that
will be needed throughout life.

25. IMPLICATIONS FOR EDUCATION
Management of Learning
• The learning of any fact or
information will be easier the more
it is associated with other things.
Recall will also be easier.
• Frequent review will prevent
forgetting.

26. Theories of the
relationship between
body and mind:
• Aristotle, who
conjectured that
the two exist as
aspects of the
same entity, the
mind being merely
one of the body’s
functions.

27. Theories of the
relationship between body
and mind:
• French philosopher
Rene Descartes, both
the mind and the soul
are spiritual entities
existing separately from
the mechanical
operations of the
human body.

28. Theories of the
relationship between body
and mind:
• The psychological
parallelism theory of
German philosopher
Gottfried Wilhelm
Leibniz believed that
mind and body are
separate but that their
activities directly
parallel each other.

29. Behaviourists such
as American
psychologist, John
B. Watson - focused
on observable
human and animal
behaviours and
their relationship to
the nervous system.

31. REFERENCES:
https://premium.britannica.com/
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