psychological foundations of curriculum

PSYCHOLOGICALFOUNDATIONS OF

CURRICULUM

Mirasol S. Madrid

III-9 BS Psychology

PSYCHOLOGY

0 Deals with how humans learn and behave.

0 Since the main goal of curriculum is to bring

about learning, therefore,

curriculum developers need

to know how humans learn.

Why?0 So that they can

incorporate psychological principles when they design, develop and implement curriculum.

LEARNERS

0 John Locke – compared children’s minds to blank

slates or tabula rasa

LEARNERS

0 Today, we know that children are not empty vessels but come to school with many different experiences, prior knowledge and expectations.

Psychological Perspectives Influencing Curriculum and their Proponents

PSYCHOLOGICAL PERSPECTIVES

BEHAVIORISM

BEHAVIORISM

0 Learning is considered a habit-formation0 Teaching is regarded as arranging learning experiences in such a way as to promote desirable beh.

BEHAVIORISM

0 Behaviorists believe that behavior can be conditioned by altering the environment.

Manipulation of stimulus = desired response

PROPONENTS UNDER

BEHAVIORISM

IVAN PAVLOV

IVAN PAVLOV

0 Russian psychologist

0 Introduced The Theory of Classical Conditioning

IVAN PAVLOV

0 He showed that an organism can associate a particular stimulus (S) with a particular response (R)

0 Stimulus = Response

IVAN PAVLOV

0 Therefore, Learning is the

result of an association formed between a stimulus and a response

EDWARD THRONDIKE

EDWARD THORNDIKE

0 Proposed three laws:

0 Law of Effect – the response that is reinforced (positive) will become habitual

EDWARD THORNDIKE

0 Proposed three laws:

0 Law of Exercise –connection bet. stimulus and response will be strengthened with practice.

EDWARD THORNDIKE

0 Proposed three laws:

0 Law of Readiness – Certain

behaviours are more likely to be learned than others because the nervous system of the organism is ready to make the connection leading to a satisfying state of affairs

BURRHUS F. SKINNER

B.F SKINNER

0 Operant Conditioning

0 When a particular response

or behaviour is reinforced (rewarded), the individual is conditioned to respond.

B.F SKINNER

0 Positive and Negative Reinforcement

0 Punishment

COGNITIVISM

COGNITIVISM

0 Cognitivists emphasized

that learning is primarily cognitive in

nature

COGNITIVISM

0 Growth and Development refer to changes in the structure and function of human characteristics

JEAN PIAGET

JEAN PIAGET

0 Introduced the theory Cognitive Development theory

0 Sensorimotor, Pre-operational, concrete and formal operations

JEAN PIAGET

0 Sensorimotor – perception of the environment through the senses

0 Preoperational – the ability to store words and language increases

JEAN PIAGET

0 Concrete Operations -develop logical thinking in relation to functions. Questioning Age

0 Formal Operations –hypothesis testing, abstract thinking, maturity

CONSTRUCTIVISM

CONSTRUCTIVISM

0 Learning involves the construction of new

understanding by combining prior learning with new information

CONSTRUCTIVISM

0 Knowledge is constructed in the mind of the learner

0 Learning is active

HUMANISM

HUMANISM

0 the learner is a person who has

feelings, attitudes and emotions.

0 Past experiences such as failing grades have a huge impact on the student’s current inability to learn

ABRAHAM MASLOW

ABRAHAM MASLOW

0 Maslow’s Hierarchy of Needs

0 Lower levels must be satisfied first before one could function at the higher levels

ABRAHAM MASLOW

0 Schools cannot control all the influence that impinges

on a learner, but they can create an atmosphere of trust, warmth and care.

CARL ROGERS

CARL ROGERS

0 Client-centered therapy

0 he proposed that classrooms should become learner-centered and teachers should facilitate learning