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CD Tutorial 3

This document discusses the psychological foundations of curriculum development. It explains that curriculum developers need to understand theories of how humans learn in order to design effective curriculums. Four major theoretical perspectives on learning are described: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as associations between stimuli and responses. Cognitivism examines mental processes like memory and problem-solving. Constructivism emphasizes active, social learning. Humanism positions the teacher as a facilitator. Theories from each perspective can inform classroom practices to enhance student learning.

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46 views

CD Tutorial 3

This document discusses the psychological foundations of curriculum development. It explains that curriculum developers need to understand theories of how humans learn in order to design effective curriculums. Four major theoretical perspectives on learning are described: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as associations between stimuli and responses. Cognitivism examines mental processes like memory and problem-solving. Constructivism emphasizes active, social learning. Humanism positions the teacher as a facilitator. Theories from each perspective can inform classroom practices to enhance student learning.

Uploaded by

noreenasyikin
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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HPGD1103

CURRICULUM DEVELOPMENT
TUTORIAL 3
Psychological Foundations of Curriculum

DR.KALIDASS MACHAPPAN
Learning Outcomes:

 Explain why curriculum developers need to understand how


humans lear;

 Compare the four major theoretical perspectives explaining human


learning;

 Identify the application of behaviourist,cognitivist,constructivist and


humanist principles in the classroom ;

 State your values and beliefs about the nature of learning


Scientific study of human learning began only in
the late 19th century though philosophers such as
Aristotle, Socrates, al-Farabi and Confucius have
attempted to explain human learning much earlier.

Psychology is derived from the Greek word


psyche which means soul. It is a discipline
devoted to the study of behaviour, mind and
thought.
 The curriculum developer is interested in knowing how organisation of
the curriculum can enhance learning.

 Ralph Tyler : a well-known scholar in curriculum development proposed


in the 1960s

 anything that is to be taught in the classroom should be subjected to a


psychology "screen" to establish whether they are congruent with how
humans learn.
Psychology deals with the study of
learning, behaviour, attitudes and abilities.
The Perspectives Of Psychology

 Behavioral Perspective : This perspective emphasizes observable behaviors and the


environment’s role.

 Psychodynamic Perspective : Emphasizing the unconscious mind and early


experiences.

 Humanistic Perspective : Reaction to behaviorism and psychoanalysis

 Cognitive Perspective : Response to behaviourism

 Biological Perspective : Emphasizing genetics and brain structures became dominant


There are four psychological perspectives or schools of thought that have had an impact on curriculum

Psychological perspectives influencing curriculum and their proponents


BEHAVIOURISM

Behaviourism views human learning as the


association between a stimulus and the
accompanying response.
PHILOSOPHY OF EDUCATION

• In 1879, Wilhelm Wundt established the first laboratory in Germany


dedicated to the scientific study of human thought processes which is
often used as the beginning of modern psychology.

• Behaviourist approach in studying learning can be traced to the


philosophic traditions of Aristotle, Descartes and Locke.
Ivan Pavlov (1849-1936)

• Russian physiologist, Ivan Pavlov introduced the theory of classical conditioning


through a series experiments with dogs.

• He showed that an organism can associate a particular stimulus (S) with a particular
response (R)
Edward Thorndike (1874-1949)

• Thorndike also worked with animals and defined learning as habit formation. In his
experiments, a hungry cat was placed in a box and could escape and eat the food by
pressing a lever inside the box

• After much trial and error behaviour, the cat learned to associate pressing the lever
(Stimulus) with opening the door (Response).
Based on these experiments, Thorndike proposed three laws which he
called:

 Law of Effect – If a response (e.g. doing a mathematics problem) is followed by a


pleasurable or rewarding experience (e.g. student gets the right answer and is praised by
the teacher), the response will be strengthened and become habitual.
 Law of Exercise – Connections between stimulus (e.g. getting the right answer) and
response (e.g. doing a mathematics problem) is strengthened with practice and weakened
when practice is discontinued.
 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. It is preparation for action.
B. Frederick Skinner (1900-1980)

• He worked with rats and pigeons. The theory of Skinner was based upon the idea
that learning is a function of change in overt behaviour.

• He introduced the term 'operant' which means to act upon.

• Reinforcement is the key element in Skinner's S-R theory.


Walter Bandura (1925 – Present)

• The social learning theory of Bandura emphasised the importance of observing and modelling the behaviours,
attitudes and emotional reactions of others.

• Attention
• Behaviour
• Reproduce
• Motivation

• According to Bandura learning would be a slow process if people had to rely solely on the own efforts to do
anything.

• Among the most common and pervasive examples of social learning situations are television advertisements.
COGNITIVISM

Cognitivism involves the study of the mental activities


or events that takes place when a person learns, solves
a problem or makes decisions.

Cognition can be defined broadly as


the act or process of knowing.
Cognitive theories of learning focus on
the mind or 'black box' and attempt to
show how information is received,
assimilated, stored and recalled.
Three stages of memory (Atkinson and Shriffin, 1968)
Levels of Cognitive Development

• Sensorimotor stage (birth to age 2): In the early stage, the child's reactions are
based on reflex operations and progresses towards being able to differentiate self
from objects.

• Preoperational stage (2-7 years): The child learns to use language and able to
represent objects symbolically. For example, a chair is used for sitting.

• Concrete operational (7-11 years): The child can think


logically about objects and events. For example, by age 7, the
child knows that when 500 millilitres of water in a tall glass is
poured into a flat container, the volume of water is the same.

• Formal operations (11 years and onwards): The young person can think logically
about abstract ideas, evaluate data and test hypotheses systematically.
Metacognition

Knowledge: Unless you know how to order your thoughts, attention goes to
whatever is in the surroundings.
Awareness: Awareness of your cognitive behaviour includes being
aware of the purpose of the task,
aware of what you knows about the task,
aware of what needs to be known and,
aware of the strategies which facilitate or impede learning.
"Knowing that you know and knowing that you do not know".
Action: Action is the ability to use self-regulatory mechanisms to ensure
successful completion of the task such as:
planning your next move,
checking the outcome of any move made , and
evaluating the effectiveness of any attempted move.
CONSTRUCTIVISM
• Learning is the Active Construction of Knowledge
• Learning is a Social Activity

• Student autonomy and initiative are accepted and encouraged

• Higher-level thinking is encouraged

• Students are engaged in dialogue with the teacher and with


each other

• Students are engaged in experience that challenge hypotheses


and encourage discussion
HUMANISM

Humanism argues that the role of the teacher


is that of a facilitator.
Abraham Maslow

He observed that humans are constantly striving to control their behaviour and seeking to
gratify themselves. He proposed his well-know theory called 'Maslow's Hierarchy of
Needs' (1943).

Carl Rogers

Carl Rogers was a psychotherapist who believed that the client was the
most important person and developed what he called client-centred
therapy.
Arthur Combs
Arthur Combs believed that how a person perceives himself or herself
is most important and that the basic purpose of teaching is to help
each student develops a positive self-concept.
THANK YOU

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