Psychological foundation of curriculum
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PSYCHOLOGICAL FOUNDATION OF
CURRICULUM DEVELOPMENT
JA GARDUQUE HAROLD TAGUBAROMAR MOLDEZ JERWIN ORENA
MARGOT VESIN
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“No two persons are
exactly alike.”
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PSYCHOLOGY The scientific study of mental
functions and behavior including:
PerceptionCognitionBehaviorEmotionPersonalityInterpersonal relationships
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PSYCHOLOGY and CURRICULUM
Basis of understanding – John Dewey Modes of thinking – Jerome Bruner “Unifying elements of the learning
process. It forms the basis for the methods, materials, and activity of learning… serves… for many curriculum decision
How we think and how we learn
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BEHAVIORISMCOGNITIVISM
MAJOR THEORIES OF LEARNING
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BEHAVIORISM AND
CURRICULUM
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BEHAVIORISM Focuses on stimulus
response and reinforces; Studies conditioning,
modifying, or shaping behavior through reinforcement and rewards
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KEY PLAYERS THORNDIKE – Connectionism PAVLOV (AND WATSON) – Classical
Conditioning SKINNER – Operant Conditioning BANDURA – Observable Learning and
Modeling GAGNÉ – Hierarchical Learning
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EDWARD THORDNIKE Father of modern educational
psychology & founder of behavioral psychology
CONNECTIONISM Laws of Learning
› Law of Readiness› Law of Exercise› Law of Effect
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EDWARD THORDNIKE Thorndike’s Influence
Thorndike and other followers believed that rote memorization does not necessarily strengthen connections
Thorndike broke the traditional thinking about hierarchy of subject matter
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IVAN PAVLOV Pavlov was the first to demonstrate
Classical Conditioning. He is best known for his experiment with
salivating dogs. CLASSICAL CONDITIONING Pavlov’s experiment with salivating dogs
best demonstrated the principle of Classical Conditioning.
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JAMES WATSON Watson took Pavlov’s findings to another
level. Emphasized that learning was observable
or measurable, not cognitive. Believed the key to learning was in
conditioning a child from an early age based on Pavlov’s methods.
Nurture vs. Nature
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BURRHUS FREDERIC SKINNER One of the most influential American
psychologists He began his research with rats at
Harvard and pigeons during WWII. Respondent vs. Operant behavior Operant Conditioning
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OPERANT CONDITIONING Types of reinforcers Operant behavior will “extinguish” without
reinforcement By selecting which behavior to reinforce,
we can direct the learning process in the classroom
Learners can acquire new operants “Education is what survives when what has
been learned has been forgotten”
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ALBERT BANDURA
Contributed to the understanding of learning through observation and modeling
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ROBERT GAGNÉ Gagné’s Hierarchy of Learning notes the
transition from behaviorism to cognitive psychology
Mental operations needed for each outcome differ
Gagne’s Instructional Events lead into cognitive Psychology
Five Learning Outcomes (observable and measurable)
The Hierarchy of Learning
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FIVE LEARNING OUTCOMES
ATTITUDES.MOTOR SKILLSCOGNITIVE STRATEGIESINFORMATIONINTELLECTUAL SKILLS
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BEHAVIORISM AND CURRICULUM Curriculum should be organized so students
experience success in master the subject matter.
Behaviorist are very prescriptive and diagnostic in their approach.
Rely on step-by-step structured methods for learning.
Behaviorism in curriculum includes careful analyzing and sequencing of the learners’ needs and behaviours.
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COGNITIVE PSYCHOLOGY
AND CURRICULUM
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COGNITIVE PSYCHOLOGY Focus on how individuals process information
Emphasis on memory (storage, retrieval, types)
Learner is the key player
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DEVELOPERS MONTESSORI- Sensory
Stimulation PIAGET- Cognitive Development
Stage VYGOTSKY- Zone of Proximal
Development
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MARIA MONTESSORI Authors do not place her with
progressive child- centered approaches-lack of “free play” vs. freedom within structure
Opposed behaviorist focus on only “doing” but focused also on looking and listening
Focus on how sensory stimulation from the environment shapes thinking
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JEAN PIAGET Swiss psychologist (Pestalozzi) America noticed in the 50’s and 60’s Text reminds us that his theories are
not fact, and should be taken as “suggestive”
Like Gagne , stages described as hierarchal
Schema theory Piaget’s Cognitive Development
Stage
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PIAGET’S COGNITIVE DEVELOPMENT STAGE
Formal operations begins @ 11-15 abstract thinker
Concrete operations (ages 7 to 11) begins to think abstractly,
needs
physical, concrete examples
Preoperational
stage (ages 2 to 4) Needs
concrete interactions
(no abstract) use of symbols (pictures,
words) to communicate
Sensorimotor stage (Birth to 2 years old)
learning by movement and sensory exploration
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LEV VYGOTSKY Russian psychologist The West published in 1962 theory of socio-cultural
development Culture requires skilled tool use
(language, art, counting systems) The Zone of Proximal Development
(ZPD)
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COGNITIVE PSYCHOLOGY AND CURRICULUM Cognitive approach constitutes a logical method
for organizing and interpreting learning Rooted in the tradition of subject matter Educators been trained in cognitive approaches Schools are the place for cognitive learning.
Students should not afraid to ask, not afraid of being wrong, not afraid of not please teacher, and not afraid of taking risk and playing with ideas.