Download - 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