This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This study aims at identifying the role played by school administrators' and curricula in promoting intellectual security of students. To achieve this purpose, the researchers adopted the descriptive approach. Data were gathered and analyzed by using a questionnaire that determines the role of school administrations and curricula in the promotion of intellectual security. The questionnaire includes two sections: first; the respondents' profile information, second; sixteen 5-point Likert-type questions. The study sample consisted of 27 male and 14 male. The data obtained from the questionnaire show that school administrators', extracurricular activities, and curricula had a statistically significant effect on promoting intellectual security of students respectively. For this research study, results, along with practical implications and recommended future research directions were discussed.
The document discusses Malaysia's National Philosophy of Education and Philosophy of Teacher Education. It provides background on how the National Philosophy of Education was formulated based on national ideologies like the Rukunegara, New Economic Policy, and National Education Policy. The Philosophy aims to develop students intellectually, spiritually, emotionally and physically in a balanced manner. The Philosophy of Teacher Education outlines the type of teachers needed to achieve the National Philosophy of Education and develop students into balanced and harmonious citizens.
Unit i aims and objectives of teaching biological scienceDrCShanmugaPriya
This unit discusses (understand) the aims and objectives of teaching Biological Science, instructional objectives for a lesson in Biological Science, and how to teach demonstrate (gain mastery of) the teaching skills in Biological Science and apply various methods in the teaching of Biological Science and
use various resources in teaching Biological Science.
This document summarizes the key details of teacher training programs focused on conflict resolution and nonviolence at Boğaziçi University in Turkey. It provides background on the university's Peace Education and Application Research Center (BUPERC) which designed courses on these topics for pre-service teachers. The courses aimed to train future teachers to transform humiliation and violent conflict through skills like empathy, respect for human rights, and nonviolent communication. The document outlines the objectives and organization of the courses, including required readings, activities, and evaluation methods. It shares feedback from students which was positive about applying concepts like "Imece Circles" (a project management tool) and discussing real-life examples and Turkey's current social
The document discusses factors that influence the aims of education, including philosophy of life, human nature, religious factors, politics, and socio-economic factors. It states that educational aims and philosophy of life are interconnected, as philosophy determines aims and education propagates philosophy. It also notes that education is influenced by human nature as it modifies behavior, and that different religions influence educational systems through their ideals and beliefs. Finally, it asserts that political systems determine the structure of education in a society, and that socio-economic conditions, such as those between developed and developing countries, impact educational approaches.
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
This document provides an overview of research on human rights education (HRE). It divides the research into three categories: theory of HRE, implementation of HRE, and outcomes of HRE. For theory of HRE, the document discusses research that has explored the goals, concepts, and pedagogies of HRE and how it relates to other fields. For implementation of HRE, the document discusses research that has examined HRE methodologies, curricula, policies, and programs. For outcomes of HRE, the document discusses research that has evaluated the impact and results of HRE practices. The document provides examples of studies within each category and proposes that future research could continue to explore these areas while focusing more on
This study aims at identifying the role played by school administrators' and curricula in promoting intellectual security of students. To achieve this purpose, the researchers adopted the descriptive approach. Data were gathered and analyzed by using a questionnaire that determines the role of school administrations and curricula in the promotion of intellectual security. The questionnaire includes two sections: first; the respondents' profile information, second; sixteen 5-point Likert-type questions. The study sample consisted of 27 male and 14 male. The data obtained from the questionnaire show that school administrators', extracurricular activities, and curricula had a statistically significant effect on promoting intellectual security of students respectively. For this research study, results, along with practical implications and recommended future research directions were discussed.
The document discusses Malaysia's National Philosophy of Education and Philosophy of Teacher Education. It provides background on how the National Philosophy of Education was formulated based on national ideologies like the Rukunegara, New Economic Policy, and National Education Policy. The Philosophy aims to develop students intellectually, spiritually, emotionally and physically in a balanced manner. The Philosophy of Teacher Education outlines the type of teachers needed to achieve the National Philosophy of Education and develop students into balanced and harmonious citizens.
Unit i aims and objectives of teaching biological scienceDrCShanmugaPriya
This unit discusses (understand) the aims and objectives of teaching Biological Science, instructional objectives for a lesson in Biological Science, and how to teach demonstrate (gain mastery of) the teaching skills in Biological Science and apply various methods in the teaching of Biological Science and
use various resources in teaching Biological Science.
This document summarizes the key details of teacher training programs focused on conflict resolution and nonviolence at Boğaziçi University in Turkey. It provides background on the university's Peace Education and Application Research Center (BUPERC) which designed courses on these topics for pre-service teachers. The courses aimed to train future teachers to transform humiliation and violent conflict through skills like empathy, respect for human rights, and nonviolent communication. The document outlines the objectives and organization of the courses, including required readings, activities, and evaluation methods. It shares feedback from students which was positive about applying concepts like "Imece Circles" (a project management tool) and discussing real-life examples and Turkey's current social
The document discusses factors that influence the aims of education, including philosophy of life, human nature, religious factors, politics, and socio-economic factors. It states that educational aims and philosophy of life are interconnected, as philosophy determines aims and education propagates philosophy. It also notes that education is influenced by human nature as it modifies behavior, and that different religions influence educational systems through their ideals and beliefs. Finally, it asserts that political systems determine the structure of education in a society, and that socio-economic conditions, such as those between developed and developing countries, impact educational approaches.
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
Educational technology is the systematic application of both human and non-human resources to improve the methods and processes of teaching and learning. It began in the mid-20th century with theorists like Dewey, Thorndike, and Montessori who sought to connect psychological theories to educational practice. For educational technology to be effective, teachers must be willing to constantly update their knowledge and change their role from sole knowledge-provider to co-learner with students. They must also be open to innovating and changing educational objectives without compromising pedagogical goals. Characteristics of modern educational technology include being motivational, enabling connectivity between teachers, parents, administrators and students, and allowing personalized learning based on student interests and continuous assessment of student
The document discusses different theories of learning styles. It describes Jean Piaget's theory of cognitive development in children and behaviorism which sees learning occurring through responses to stimuli. It also outlines humanistic learning theory and social cognitive theory. The document then discusses different models of learning styles including VAK and Honey and Mumford's four styles of activist, reflector, theorist and pragmatist. While learning styles can be beneficial for students to understand their strengths, critics argue they may be more fluid than these models suggest.
2 nd international seminar on quality and affordable educationIndarto Indarto
The document discusses a classroom action research study that applied the jigsaw cooperative learning model to improve student learning outcomes in social studies. The study was conducted over 3 cycles with 39 eighth grade students in Jakarta, Indonesia. Results showed improved cognitive and affective outcomes, as well as increased student collaboration and discussion. It was concluded that the jigsaw cooperative learning model helped improve student learning outcomes and develop students' skills when applied to the teaching of social studies.
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
Factors effecting educational system of a country by Garima Tandongarimatandon10
The document discusses 12 factors that affect educational systems: geographical, economic, racial, linguistic, philosophical, moral, religious, social/cultural, historical, nationalism, democratic, and technological. It provides examples of how each factor shapes aspects of different countries' education systems, such as curriculum, methods of instruction, access to schools, and educational goals. The factors analyzed include a country's climate, population distribution, economic conditions, dominant philosophies, religious traditions, colonial history, and level of technological development.
This document provides an overview of the textbook "Basics in Education" which is intended for B.Ed. courses in India. It includes details such as the publisher, price, and publication team. The foreword discusses the need for the textbook to help student teachers understand key education concepts and analyze different perspectives. It encourages engaging with the self-instructional material critically. The textbook development team and acknowledgments are also listed.
The document discusses curriculum development in the knowledge era. It introduces the concept of an integrated curriculum that focuses on central themes and concepts combining several subjects. This allows students to interconnect information between areas and assess large quantities of information. The main influences of the knowledge explosion on education are discussed as the brain and knowledge, information technology, computer-based teaching models, communication, and educational technology. The rapid expansion of knowledge has revolutionized teaching and learning, requiring more effective instructional techniques.
The document discusses the six realms of meaning as a framework for strategic planning in educational leadership. The six realms - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - provide fundamental patterns of human understanding. Effective strategic planning requires considering these realms of meaning to develop a plan that aligns with the mission and guides the development of students. A strategic plan also needs input from diverse stakeholders and ongoing assessment to monitor progress and outcomes.
Introduction to development; educational psychologyMaria Khalil
Psychological development occurs throughout the human lifespan from infancy through old age. Infancy is marked by rapid cognitive and social development as babies form attachments, learn to identify faces and speech sounds, and begin to categorize objects. During childhood, language skills advance and logical and moral thinking emerges. Adolescence involves physical changes of puberty and the development of sexual and personal identity. Adulthood represents peak mental functioning but also adjustments as people age, with old age typically involving some physical and mental declines.
The document outlines over 600 scientific studies on the Transcendental Meditation and TM-Sidhi program that demonstrate benefits for students including:
1) Increased intelligence, learning ability, academic performance, creativity and brain functioning.
2) Improved attention, organization, health, emotional stability and reduced negative behaviors.
3) Benefits extend to teachers, special needs students, and society through increased coherence generated by large groups practicing together.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Applied Theatre in Peace Education & PracticeJeff Aguiar
This document discusses using simulations, scenarios, and role-playing (applied theatre techniques) to train peace practitioners. It argues that applying theatrical principles can strengthen the connection between experiential education and peace and conflict studies. Experiential education uses direct experiences and reflection to increase knowledge and skills. Role-playing in classroom simulations provides opportunities to practice techniques, while field experiences verify how techniques apply in real situations. Theatrical principles may help increase the benefits of simulations by providing a structured intervention model within a safe environment.
This document discusses the national philosophy of education (FPK) and philosophy of teacher education (FPG) in Malaysia.
The FPK aims to develop students holistically through intellectual, spiritual, emotional and physical balance. It emphasizes lifelong learning and producing citizens with strong moral character who can contribute to society.
The FPG outlines that teachers should have good well-being, be progressive and scientifically oriented, and uphold national values while preserving cultural heritage. It also stresses the role of teachers in developing students and maintaining a united, democratic society.
Both philosophies influence the education system by providing guidance on developing well-rounded students and teachers who can achieve national goals. Educators must understand and work to realize the
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
The document discusses key concepts in education including definitions, aims, principles, and functions. It provides definitions of education from thinkers like Pestalozzi and Dewey. The aims of education discussed include utilitarian, vocational, social, intellectual, and moral development. Principles like purposeful activity and education being a planned process are covered. Functions of education mentioned are completing socialization, transmitting culture, and reforming attitudes.
This document provides an overview of educational psychology. It begins with introducing the lecturer, Dr. Ruslin Bin Amir, and lists the group members. It then defines educational psychology as the application of psychological methods to study classroom and school life. The document discusses why students enroll in educational psychology, including to gain understanding of student behavior and challenges. It also outlines how educational psychology can benefit teachers, such as providing knowledge on theories and principles. The document then covers topics like learner differences, including students with learning disabilities or gifts/talents. It concludes by describing various research methods used in educational psychology, such as experimental, case study, and correlational designs.
The document summarizes a study that examined the relationships between psychological constructs in Garrison's model of self-directed learning, including self-management, self-monitoring, and motivation. 119 undergraduate students completed a questionnaire measuring these constructs. Results showed the constructs are interrelated and motivation mediates the relationship between self-management and self-monitoring. Self-management and self-monitoring significantly predicted academic achievement over two semesters, with self-management being the strongest predictor. Motivation significantly predicted achievement in the second semester only. The implications for self-directed learning and academic achievement are discussed.
This document discusses the concepts and aims of education from various perspectives. It defines education as facilitating learning and the acquisition of knowledge, skills, values and habits. The aims of education discussed include attaining virtue (Plato), happiness (Aristotle), developing individuals and serving society (idealism), understanding reality through science and critical thinking (realism), vocational training, acquiring knowledge, transmitting culture, and character development. The document also outlines aims from Muslim and global perspectives, such as individual and societal growth.
This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.
Educational technology is the systematic application of both human and non-human resources to improve the methods and processes of teaching and learning. It began in the mid-20th century with theorists like Dewey, Thorndike, and Montessori who sought to connect psychological theories to educational practice. For educational technology to be effective, teachers must be willing to constantly update their knowledge and change their role from sole knowledge-provider to co-learner with students. They must also be open to innovating and changing educational objectives without compromising pedagogical goals. Characteristics of modern educational technology include being motivational, enabling connectivity between teachers, parents, administrators and students, and allowing personalized learning based on student interests and continuous assessment of student
The document discusses different theories of learning styles. It describes Jean Piaget's theory of cognitive development in children and behaviorism which sees learning occurring through responses to stimuli. It also outlines humanistic learning theory and social cognitive theory. The document then discusses different models of learning styles including VAK and Honey and Mumford's four styles of activist, reflector, theorist and pragmatist. While learning styles can be beneficial for students to understand their strengths, critics argue they may be more fluid than these models suggest.
2 nd international seminar on quality and affordable educationIndarto Indarto
The document discusses a classroom action research study that applied the jigsaw cooperative learning model to improve student learning outcomes in social studies. The study was conducted over 3 cycles with 39 eighth grade students in Jakarta, Indonesia. Results showed improved cognitive and affective outcomes, as well as increased student collaboration and discussion. It was concluded that the jigsaw cooperative learning model helped improve student learning outcomes and develop students' skills when applied to the teaching of social studies.
Introduction to educational psychology & hgdHennaAnsari
Educational psychology deals with applying psychological principles to education. It involves studying human behavior and development in educational settings. There are three main schools of thought in educational psychology: structuralism, which analyzes the basic units of the mind; functionalism, which focuses on the functions and roles of mental processes; and behaviorism, which studies observable behavior and learning through conditioning principles like classical and operant conditioning. Educational psychology has a wide scope that includes understanding learners, designing learning experiences, studying learning processes, creating effective learning environments, developing teachers, and more.
Factors effecting educational system of a country by Garima Tandongarimatandon10
The document discusses 12 factors that affect educational systems: geographical, economic, racial, linguistic, philosophical, moral, religious, social/cultural, historical, nationalism, democratic, and technological. It provides examples of how each factor shapes aspects of different countries' education systems, such as curriculum, methods of instruction, access to schools, and educational goals. The factors analyzed include a country's climate, population distribution, economic conditions, dominant philosophies, religious traditions, colonial history, and level of technological development.
This document provides an overview of the textbook "Basics in Education" which is intended for B.Ed. courses in India. It includes details such as the publisher, price, and publication team. The foreword discusses the need for the textbook to help student teachers understand key education concepts and analyze different perspectives. It encourages engaging with the self-instructional material critically. The textbook development team and acknowledgments are also listed.
The document discusses curriculum development in the knowledge era. It introduces the concept of an integrated curriculum that focuses on central themes and concepts combining several subjects. This allows students to interconnect information between areas and assess large quantities of information. The main influences of the knowledge explosion on education are discussed as the brain and knowledge, information technology, computer-based teaching models, communication, and educational technology. The rapid expansion of knowledge has revolutionized teaching and learning, requiring more effective instructional techniques.
The document discusses the six realms of meaning as a framework for strategic planning in educational leadership. The six realms - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - provide fundamental patterns of human understanding. Effective strategic planning requires considering these realms of meaning to develop a plan that aligns with the mission and guides the development of students. A strategic plan also needs input from diverse stakeholders and ongoing assessment to monitor progress and outcomes.
Introduction to development; educational psychologyMaria Khalil
Psychological development occurs throughout the human lifespan from infancy through old age. Infancy is marked by rapid cognitive and social development as babies form attachments, learn to identify faces and speech sounds, and begin to categorize objects. During childhood, language skills advance and logical and moral thinking emerges. Adolescence involves physical changes of puberty and the development of sexual and personal identity. Adulthood represents peak mental functioning but also adjustments as people age, with old age typically involving some physical and mental declines.
The document outlines over 600 scientific studies on the Transcendental Meditation and TM-Sidhi program that demonstrate benefits for students including:
1) Increased intelligence, learning ability, academic performance, creativity and brain functioning.
2) Improved attention, organization, health, emotional stability and reduced negative behaviors.
3) Benefits extend to teachers, special needs students, and society through increased coherence generated by large groups practicing together.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Applied Theatre in Peace Education & PracticeJeff Aguiar
This document discusses using simulations, scenarios, and role-playing (applied theatre techniques) to train peace practitioners. It argues that applying theatrical principles can strengthen the connection between experiential education and peace and conflict studies. Experiential education uses direct experiences and reflection to increase knowledge and skills. Role-playing in classroom simulations provides opportunities to practice techniques, while field experiences verify how techniques apply in real situations. Theatrical principles may help increase the benefits of simulations by providing a structured intervention model within a safe environment.
This document discusses the national philosophy of education (FPK) and philosophy of teacher education (FPG) in Malaysia.
The FPK aims to develop students holistically through intellectual, spiritual, emotional and physical balance. It emphasizes lifelong learning and producing citizens with strong moral character who can contribute to society.
The FPG outlines that teachers should have good well-being, be progressive and scientifically oriented, and uphold national values while preserving cultural heritage. It also stresses the role of teachers in developing students and maintaining a united, democratic society.
Both philosophies influence the education system by providing guidance on developing well-rounded students and teachers who can achieve national goals. Educators must understand and work to realize the
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
This research article examines the opportunities and challenges for educators in integrating information and communication technology (ICT) into teaching at high schools in Pakistan. The study used questionnaires, observations, and interviews to understand the ICT tools available, challenges faced in integration, and strategies to improve teaching with ICT. Key findings included a lack of ICT resources, training, funding, and internet access. Educators also lacked confidence and skills in using ICT and schools lacked technology plans. The study was limited by focusing only on commerce educators and not including student or female perspectives.
The document discusses key concepts in education including definitions, aims, principles, and functions. It provides definitions of education from thinkers like Pestalozzi and Dewey. The aims of education discussed include utilitarian, vocational, social, intellectual, and moral development. Principles like purposeful activity and education being a planned process are covered. Functions of education mentioned are completing socialization, transmitting culture, and reforming attitudes.
This document provides an overview of educational psychology. It begins with introducing the lecturer, Dr. Ruslin Bin Amir, and lists the group members. It then defines educational psychology as the application of psychological methods to study classroom and school life. The document discusses why students enroll in educational psychology, including to gain understanding of student behavior and challenges. It also outlines how educational psychology can benefit teachers, such as providing knowledge on theories and principles. The document then covers topics like learner differences, including students with learning disabilities or gifts/talents. It concludes by describing various research methods used in educational psychology, such as experimental, case study, and correlational designs.
The document summarizes a study that examined the relationships between psychological constructs in Garrison's model of self-directed learning, including self-management, self-monitoring, and motivation. 119 undergraduate students completed a questionnaire measuring these constructs. Results showed the constructs are interrelated and motivation mediates the relationship between self-management and self-monitoring. Self-management and self-monitoring significantly predicted academic achievement over two semesters, with self-management being the strongest predictor. Motivation significantly predicted achievement in the second semester only. The implications for self-directed learning and academic achievement are discussed.
This document discusses the concepts and aims of education from various perspectives. It defines education as facilitating learning and the acquisition of knowledge, skills, values and habits. The aims of education discussed include attaining virtue (Plato), happiness (Aristotle), developing individuals and serving society (idealism), understanding reality through science and critical thinking (realism), vocational training, acquiring knowledge, transmitting culture, and character development. The document also outlines aims from Muslim and global perspectives, such as individual and societal growth.
This document discusses the definitions, origins, scope, and areas of education. It provides definitions of education from various philosophers such as Socrates, Plato, Aristotle, Rousseau, and Dewey. It discusses education in both broader and narrower senses. In the broader sense, education is a lifelong process including all life experiences, while in the narrower sense it refers to formal schooling. The document also covers the scope and areas of education, noting its relationships with disciplines like philosophy, psychology, and sociology. It outlines the various areas of education such as educational philosophy, psychology, sociology, and technology.
Chamber of dictionary answer the question for what is knowledge is (i) as the fact of knowing, (ii) information or what is known; (iii) the whole of what can be learned or found out. Further, it also knowledge as assured belief, that which is known, information, instruction, enlightenment, learning, practical skill and acquaintance. Considering all the above that are worthy of knowing. A term widely used by teachers, educators and policy makers is concept of knowledge and it refers to the body of information that teachers teach and that students are expected to learn in a given subject or content area such as English, Language Arts, Mathematics, Science, or Social Studies. Concept of knowledge generally refers to the facts, concepts, theories and principles that are taught and learned rather than related to skills such as reading, writing, or researching that student also learns in academic courses.
Knowledge is not truth. Truth is inferred on the bases of available knowledge. The truth about the universe around us or the macrocosm to the microcosm is inferred knowledge. The knowledge of galaxy is inferred; so is the whole nuclear science, space, DNA etc,. Much of what we knew is not observed knowledge. They are known through their effects, properties, and characteristics. It is at the stage of inference that employment of methods for drawing inferences that philosophy is at work. Knowledge certified by the philosophy enters the curriculum of education. Methods approved by philosophy for building knowledge from the bases of methods and techniques of teaching. The truth arrived by philosophy sets the goals and objectives of education as well as instruments and uses of evaluation. Like this knowledge helps philosophy to interpret, guide, monitor and validating the educational process at every stages.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
This document discusses the philosophy of education and its implications. It defines education and discusses various philosophies that have influenced education including idealism, naturalism, realism, and pragmatism. The key implications of these philosophies on education are that idealism focuses on spiritual development, naturalism views education as developing naturally according to the laws of nature, realism prepares students for reality, and pragmatism focuses on learning by doing. The document also examines the aims of education such as intellectual, social, and character development.
Edutainment combines education and entertainment to make learning more engaging and memorable. There are several types of edutainment including educational broadcasts, computer games, and interactive television. Edutainment is supported by learning theories like behaviorism, cognitivism, constructivism, and connectivism. When designing edutainment, user-centered design and learner-centered design approaches are recommended to ensure the content meets learners' needs and supports different learning styles. Effective edutainment considers goals, target audience, content, and interactivity to create an enjoyable and effective learning experience.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
The document discusses education as a discipline, outlining several key elements. It notes that education has a distinct body of knowledge that has developed over a long history and is based on philosophical, psychological, and sociological foundations. This body of knowledge contains concepts, theories, and principles that form an interconnected theoretical structure. Education also has its own research methodology focused on theory building. The document emphasizes that studying education as a discipline is important as it can help improve education processes and methods, develop new approaches to education, and inform how to understand learners and the responsibilities of teachers.
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2. Education is knowledge and skills obtained from the
day ones gets in the world. It encompasses teaching
and learning specific knowledge and skills, in either
formal or informal setting includes, the aspect of
culture which are the past over from one generation to
another (MOEVT, 2007).
In Tanzania context, education is defined as the
process by which the individual acquires knowledge
and skills necessary for appreciating and adapting to
the environment and the ever changing social, political
and economical conditions of the societies and as a
means by whichan realize ones full potential
(Education and Training Policy, 1995)
3. Epistemology is the term originated from two Greek
words, “epistemo” which stand for “knowledge or
truth”, and “logos” which stand for the “study or theory
of”.
Is the study of philosophy that studies the nature,
source and validity of knowledge (Nyirenda &Ishumi,
2007).
Epistemology is a branch of philosophy concerned
with the nature and scope of knowledge (Edwards,
1967).
Generally, Epistemology is the branch of philosophy
that examines the nature of knowledge, the processes
through which we acquire knowledge, and the value of
knowledge
4. Education and epistemology relates in the following
aspects;
According to Nyirenda and Ishumi (2007:14), “our
assumption about the importance of the various
source of knowledge will certainly be reflected in the
areas of emphasis in a curriculum, the methodology of
teaching, and the role of both teacher and the learner
and their modes of interaction in educational context
are essentially influenced by epistemological
assumptions”.
Also they appoint out the following importance of
epistemology in education:
5. Epistemology is an essential to educators
because both thinking on education as well as the
activity of educating deals with the questions of
knowledge.
Educators think as to which the best forms of
knowledge are and which the best ways of
knowing are.
When it comes to the activity of educating,
educators are concern with utilization of the best
ways that can helps learners acquires knowledge.
6. Epistemology has a central role in determining what we believe in
education as well as the
practice that we adopt in educating.
From the above speculative ideas about the importance of
epistemology in education, we can simply conclude that the following
types of knowledge in epistemology are of great value in the education
processes as follows;
Empirical knowledge which is the knowledge derived from the senses
and characterized by nature of human experience, gained by
assimilating observed data; this helps on the science subjects. Science
is the best example of a method for ascertaining the accuracy of such
knowledge. Scientific knowledge is a result of the practice of the
method: Observation, abduction of a hypothesis, careful observation,
refinement of hypothesis, deduction of test for hypothesis, testing and
experimentation, confirmation or falsification of the hypothesis.
7. Authoritative knowledge which is originated from experts over
authoritive by tradition. Helps on viewing the importance of
books, experts………..in the provision of knowledge and
transferring it to other people and the other generations.
Revealed knowledge is very essential in the religious subjects
and helping to keep children and learners in the position of
seeking how to maintain peace and harmony in the school
environment and life in general
Intuitive knowledge which coming from intuition (coming to know
without gone through formal processes of reasoning) helps on
the field of vocational training where as the learners are needed
to learn and use their experience they have to develop their
training.
8. Rationale knowledge comes from reasoning. The process
of education both formal and informal needs reasoning and
critical thinking. This type of knowledge is the key to
education, because the student, teacher and other experts
of education always reason in their daily activity in
education.
Also ones in the real environment must reason in order to
obtain the valuable information in such field.
Therefore, becoming aware of our epistemological
grounding is likely to enable us to educate better (Nyirenda
& Ishumi, 2007:14).
9. Policy is a purposive course of action which has to be followed by
particular group/actors to address a particular problem or matter of
concern (Anderson, 1975:3 in Ngungat, 2008).
The education training policy adopted in 1995 sets the policy for
education sector in Tanzania, the policy since then to date has been the
road map towards attainment of sufficient and effective education and
training to all the citizenry of Tanzania.
Tanzania educational and training policy guides, synchronize and
harmonize all structures, plans and practices; to ensure access, equity
and quality at all levels; as well as proper and efficient mechanism for
management, administration and financing of education and training
(Educationand Training Policy, 1995).
Therefore the document is the backbone of provision of education in
Tanzania.
10. While there are specific aims for each level - pre-primary,
primary, secondary, tertiary and higher education, the policy
has some generic aims of education, which include:
• development of integrative personalities;
• promotion of the acquisition and appreciation of national
culture and of the constitution;
• promotion of society-centered learning and the use of
acquired skills and knowledge forthe improvement of the
quality of life;
• development of self-confidence, inquiring mind, and
development oriented mindset;
11. • giving adaptive and flexible education that meets the
challenges of an ever changing
world;
• encouraging love and respect for work of whatever type
and improved productivity;
• inculcation of ethical behavior, national unity, international
co-operation, peace and justice; and
• Fostering a rational management and use of the
environment.
http://moe.go.tz/policy_issues.html
12. Through these objectives, is where the integration of this
education and training policy and epistemology; the branch of
philosophy that studies the nature, source and validity of
knowledge are well exposed.
Our focus is to see whether we can find the epistemological part
in the Tanzania education and training policy. To do this, We
focused on the types of knowledge in epistemology that are also
found in education and training policy and also to look on if the
education and training policy can be answered the basic
questions of epistemology:
-what does it mean to “know”?
-what are the sources of knowledge?
-how do we come to “know”?
-what can we know?
13. In ETP (Education and Training Policy), there are
knowledge and skills stated to be covered by a
person in Tanzania education. These knowledge
are also the same as those we found in types of
knowledge in epistemology.
These are as follows;
14. Authoritative knowledge; is that kind of information that
originates with experts or has been made authoritative over
time by tradition (Nyirenda & Ishumi, 2007). This kind of
information may be from textbooks, research documents,
and other contents from the experts. In Tanzania education
and training policy, the policy pointed out that “Government
shall establish maintain and resource a National
Documentation and Dissemination Centre for Education”
(ETP, 1995:64).
Also the policy directs that the Tanzania Library Services
Board (TLS) is responsible for library services. The ETP
also acknowledge the Educational Research and
Evaluation Unit to be strengthened and adequately
resourced.
15. Revealed knowledge; this is quite important in the
field of religion. The knowledge of such kind is very
vital in the provision of education; this is due to the
reason that it brings peace and harmony in the school
and other life for fearing of God. The ETP through its
specific preprimary education objectives assert that “to
help the child to acquire, appreciate, respect, and
develop pride in the family, his/her cultural
backgrounds, moral values, customs and traditions as
well as national ethics, identity and pride” pg 4.
16. Empirical knowledge; this is the knowledge from the
senses. Science is the best example of a method for
ascertaining the accuracy of such knowledge.
Scientific knowledge is a result of the practice of the
method: Observation, abduction of a hypothesis,
careful observation, refinement of hypothesis,
deduction of test for hypothesis, testing and
experimentation, confirmation or falsification of the
hypothesis. The ETP directs that, “science and
technology shall be essential components of
education and training in the whole education and
training system” (ETP, 1995:53).
17. Intuitive knowledge; is the types of knowledge involves an
instance of coming to know without gone through the
formal process of reasoning or intermediate stage of
thinking or sensory perception (Nyirenda & Ishumi, 2007).
In ETP we have informal education which refers to an
education organized outside the established formal
education system. The ETP acknowledge this kind of
education as “having two forms; informal education and
adult education”. It insist that “informal education is lifelong
cultural process whereby every individual acquires values,
skills, and acknowledge from daily experience and the
educative influence and resource in her/his ocial cultural
and hysical environment” (ETP, 1995:81).
18. Rational knowledge; is the types of knowledge that
derived from reasoning. It emphasizes the power of
thought to man kind and what the thought contribute
to knowledge. In education people use senses to
obtain information from their environment, and the
information obtained through senses are the raw
material in education. Among of the general objectives
of ETP is “to guide and promote the development and
improvement of the personalities of the citizens of
Tanzania, their human resources and effective
utilization of those resources in bringing about
individual and national development”.
19. Correlation to the epistemology, the ETP
contemplate on the epistemological questions
on mapping the education system in Tanzania.
The following are some of the aspects.
20. What does it mean to “know”? ETP illustrate the
meaning of knowing by explaining the its general
objectives, one of them is to “to guide and promote the
development and improvement of the personalities of the
citizens of Tanzania, their human resources and effective
utilization of those resources in bringing about individual
and national development”. The definition of “know”
according to Concise Oxford Dictionary (2001) is to “be
aware of through observation, nquiry, or information -
has knowledge or information concerning something”. This
means that one that is identified as the one who “know” is
the one that can be able to utilize his/her knowledge to
save the nation and his/her life.
21. What are the sources of knowledge? The sources
of the knowledge according to the ETP are
books, experts (authoritative knowledge), senses
(empirical knowledge example science and
technology), reasoning (rationale
knowledge), knowledge from experience (intuitive
knowledge), and also the knowledge from religion
(revealed knowledge). The TIE (Tanzania Institute for
Education) is the one “responsible for pre-
primary, primary, secondary school, and teacher
education curriculum
design, development, dissemination, monitoring and
evaluation” ETP, 1995:51). The source of curriculum is
the need of the society and the country in general.
22. How do we come to “know”? The ETP obligate
the whole process of provision of education in
each level. These levels are pre-primary, primary,
secondary school, and teacher education, informal
and non formal education, vocational education
and training tertiary and higher education and
training, and financing education and training.
That is we can get knowledge by schooling or
through our environment
23. What can we know? This is the content of the
curriculum. The ETP puts this under the
supervision of TIE, Higher learning institutions,
vocation training and informal sectors. Also the
individual can be responsible for deciding what to
know in informal education
24. Although the Education and Training Policy have
identified a very crucial knowledge for the
education for period of 16 years now, the big
challenge is remaining on chaotic implementation
of the policy. The outcome of this policy still
questioning its objectives, because those who
complete their studies at different levels of
education are still not carrying the experience
mentioned in the policy.
25. Edwards, P. (Ed.) (1967) (Vols. 3), New York: Macmillan
MOEC, (1995), Education and Training Policy, Dar es Salaam
MOEVT, (2007), Foundations of Education, Dar es Salaam
Nyirenda, S.D &A.G.M. Ishumi (2002), Philosophy of Education: An
Introduction to Concepts Principles and Practice, Dar es Salaam
http://moe.go.tz/policy_issues.html retrieved on 25 November, 2011, at
1020 hr.
Kungat, E. November 8, 2008. Policy Brief-Education in Tanzania,
Overview paper.