WEEK 1-2BY

MOSTAFA EWEES

Introduction to EDP

Contents

Educational psychology and its role A brief history of educational psychologyEducational psychology’s methods

Objectives

By the time you have finished this section,you should be able to:

Tell what EDP is?Explain the role of EDP.Outline the history of EDP.Make acquainted with the methods of EDP.

EDP and its purpose

What is EDP? Educational psychology is a branch of psychology. It deals with the principles of learning and

teaching used in the educational environment. It is a theoretical and applicative subject.

Educational Psychology is a course designed to introduce psychological principles as they apply to teaching and learning.

Purpose of EDP

Its major purpose is to provide information to help teachers make wiser decision.

Make the students become effective learners.Supply suggestions to the educational

administrators.

Expert and novice teacher

Characteristics of expert teachers › Knowing the academic subjects they teach› Knowing the goals and purpose of teaching› Having enough general teaching strategies› Selecting and supplying appropriate materials

for their subject and grade level› Possessing abundant subject-specific knowledge

for teaching› Informative of characteristics and cultural

backgrounds of learners› Good at arranging the settings in which

students learn

Characteristics of novice teachers

Having limited /ill-organized knowledge for understanding problems in teaching.

Spending more times in concrete detailsExamining the problem surfacelyPresenting the lecture in preseted

proceduresKnow little about how to arrest students’

attention

He did this tree time

This child is seeking attention

Are there changes at home?Is the worktoo easy?

It doesn’t matter that he’s one of the brighter students.

If I can get the others not to laugh when he does this…if I move him closer to my desk…

First,I’ll talk to the class when he’s not here;next ….

I don’t need apologies I just want the interruptions to stop

Tomorrow,when Robbie is in art

Expert teacher

I’ll tell Robbie theinterruptions haveto stop.

Novice teacher

Pause and think

In terms of the characteristics of expert and novice teachers, does one of your current teachers look like a beginner?

What makes his/her instruction less effective?

Self-regulated Learner

Ample knowledge about themselves,the subject, the task, strategies for learning, and the contexts in which they will apply their learning.

Being Motivated to learn.Strong volition/ will power/ self discipline

Unskillful learner

Poor knowledge about learningLow academic self-esteemRarely regards other as useful learning

resourceUnmotivatedFrailty

Discussion

Is the following educational goals attainable? Doings are for all the children. All doings are for children. Doings are for all of children.

Is it just common sense? Read text p.12-13

Pause and reflection

Are you self-regulated learners? If yes, which characteristics benefit you? If not,what consequence has it brought about? Would

it result in future trouble?

History of educational psychology

EDWARD THORNDIKE1874-1949 Born in Williamsburg in 1874. He

studied at Wesleyan University and Harvard, received his Ph.D. in 1898 from Columbia. and became professor at Teachers College, Columbia (1904-40)

Educational Psychology,3 vols (1903,1913-14) indicates EDP as a independent subject.

Connectionism: the original S-R framework of behavioral psychology

History of educational psychology

(continued)

1913,“Psychology as the behaviorist view it”› John Watson› Setting the stage for behaviorism

1928, “Intelligence in apes”› Wolfgang Kohler› Insight

1930,“Mind and society: the development of higher psychological process” › Lev Vygotsky › Sociocultural-historical school

History of educational psychology

(continued)

1932,“Purposive Behavior in Animals and Men” › Edward Tolman › Cognitive maps

1935, “The psychology of learning”› Edwin Guthrie› Law of contiguity

1938, “The behavior of organism:an experimental analysis”› Burrhus Skinner› Operant conditioning

History of educational psychology (continued)

1943, “principles of behavior” Clark Hull Drive-reduction theory

1953, “science and human behavior” Burrhus Skinner Programmed instruction

History of educational psychology

(continued)

1956, Broadbent’s model of human memory

1957,Soviet Union launches Sputnik 1960, Bruner calls for a theory of

instruction 1960-1963,Piagetian concepts introduced

to Amercian education 1965,Gagne’s conditions of learning 1967, Publication of Neisser’s cognitive

psychology

History of educational psychology

(continued)

1969, The term instructional psychology is coined

1971, Bandura’s social learning theory introduced

1972, Weiner introduces attribution theory

1970-1975,Various models of human memory proposed

History of educational psychology

(continued)

1980s, Dominance of research on cognitive processes

1985, Cognitive psychology emphasizes strategy instruction and metecognition

1990-1994, Various constructivism curricula are implemented

1995, interest in neuroscience emerges

Educational psychology in China

1924, Liao shicheng ( 廖世承 ) “Educational Psychology”› Vice president of ECNU in 1951, president of

Shanghai Normal College. 1963, Pan Shu ( 潘菽 ) “Educational

Psychology”› Cousin of Pan Hannian, head of Psychological

graduate school of Chinese Academy of Sciencer 1983, Shao Ruizhen( 邵瑞珍 ) “Educational

Psychology”› 1988,1990,1996,1997,2003› 邵瑞珍、皮连生、吴庆麟 troika of EDP in China

Educational psychology in China

1993,Li Boshu( 李伯黍）“ Educational Psychology”

2000, Wu Qinglin “Cognitive Psychology of Instruction”

2003,Pang Weiguo “Self-regulated learning: Principles and educational applications”

A landmark book ???????

Educational psychology’s methods

Descriptive research It describes situations; It enables researchers to draw conclusions about the

current state of affairs. “What percentage of high school students think

abstractly?”

Descriptive Studies

Ethnography Borrowed from anthropology Studying the naturally occurring events in the life of a

group Trying to understand the meaning of these events to

the people involvedParticipant observationCase study

Educational psychology’s methods(continued)

Correlational research It explores relationships among variables; It enables researchers to predict one variable based

on their knowledge of another. “Are older students more capable of abstract thought

than younger students? ”

Educational psychology’s methods (continued)

Experimental research It involves the manipulation of one variable to

determine its possible effect on another variable; It enables researchers to draw conclusions about

cause-effect relationships. “Can abstract thinking skills be improved through

specially designed educational programs? ”

Pause and design

If you want to conduct a study on the relationship between academic learning time and achievement, which research methods would you prefer? How do you design the program?

The end

wish you a good weekend!