Psychological foundations of education
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1. The document discusses several learning theories including behaviorism, cognitive learning theory, and constructivism. It provides details on theorists such as Pavlov, Skinner, Piaget and Vygotsky. 2. Key concepts from learning theories are defined, such as classical conditioning, operant conditioning, observational learning, discovery learning and schema. 3. Factors important for learning are also outlined, including motivation, which the document discusses several theories of such as instinct theory, need gratification theory and self-efficacy theory.
Psychological foundations of education
- 1. Psychological Foundations of Education Learning Theories, and Motivation
- 2. Learning Process produce relatively change in behavior. Acquisition of new knowledge, skill, beliefs, and feeling.
- 3. all includes classical and operant. Learning consists of new stimuli- response connections through practice and strengthened through association with external rewards. Behaviorism theory
- 4. Classical Conditioning Theory Pavlov/Watson PC --Conditioning with neutral (conditioned stimulus) gains a response result to its paring with natural stimulus Stimulus generalization- stimulus transfer to another stimuli. Discrimination- not to respond with the same stimulus/manner Extinction- conditioned response lost. Recovery- recover lost responded Applied to classroom: Providing positive classroom environment Help student s to experience success Presenting lesson in gradual and keeping student relaxed and happy
- 5. Classical Conditioning Classical conditioning is a type of learning in which an animal’s natural response to one object or sensory stimulus transfers to another stimulus. This illustration shows how a dog can learn to salivate to the sound of a tuning fork, an experiment first carried out in the early 1900s by Russian physiologist Ivan Pavlov. For conditioning to occur, the pairing of the food with the tuning fork (step 3 in the illustration) must be repeated many times, so that the dog eventually learns to associate the two items. Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.
- 6. Operant conditioning/ Instrumental B. F. Skinner SO-REWARD AND PUNISHMENT Consequences of behavior based upon its environment whether reinforce or eliminates the behavior. Reinforcement not synonymous to rewards it is given after, motivation give before Positive reinforcement- strengthen behavior Negative reinforcement- weakens behavior Applied to classroom by: Providing more opportunities for practice Reinforcing (praise, incentives etc)if desirable Providing more rewards than punishment
- 7. S-R Connectionism Thorndike ConT Formed between stimuli and response Occur in TRIAL and ERROR Learning by selecting and connecting Laws a. readiness-to do so satisfying, not to do so annoying b. Exercise- longer connection increase, shorter connection decrease. c. Effects- response accompanied by satisfaction is firm, if accompanied by discomfort weak d. Feedback- comment or judgments on the exercises. Reward is greater than punishment
- 8. Social Cognitive Learning Theory/ Imitation Bandura/ Wallace SB LEARNED by individual observe from other. It affects the way people act Attention- exposing/ observing a model Retention- learn symbolically, reproduction of desired behavior Reproduction- produce internal model of the environment guide observer behavior Motivation no performance unless conditioned are favorable Observational learning- individual recombine previously learned behavior to produce newly response. Inhibitory effect- strengthen for weakens Social facilitation- acting Applied to classroom by; Modeling desirable behavior Make sure that students are physically capable of doing the modeled behavior and that they can demonstrate this behavior. Exposing student to a variety of exemplary behavior/models
- 9. Cognitive learning theory 1. Cognitive structural theory 2.Discovery learning theory 3.Cumulative learning 4.Meaningful learning 5.Constructivist learning theory 6.Metacognitive learning theory
- 10. Meaningful Learning David P. Ausubel Maus- schema Learning takes place when new acquired info is connected to what is already learned. Material should be related to student’s schema Occurs in Reception learning Discovery learning
- 11. Discovery Learning Jerome Bruner DLB Student should discover what to learn. Learning involves rearrangement and transformation of materials that led to insight Acquisition – obtaining new info..it is replace and refined Transformation – manipulating info.. To fit new situation Evaluation – if info, has been manipulated Integrate materials to existing cognitive structures
- 12. Gestalt Theory Kohler, Koffka, Wertheimer G2KW Gestalt- forms and pattern, organize as a whole. How organism perceive ideas and effect of the relationship on memory and learning Perception influence experience, we learn when we arrange ideas into pattern Law of continuity- organization tends preserve smooth continuity rather than abrupt change.. Law of closure- incomplete figure tend to be seen as complete . Law of proximity- holds things close together as group together . Law of similarity- similar objects tends to be related
- 13. Life Topological and Vector (field)Space concept Levin LSL Life space of an individual consist of everything one needs to know about a person in order to understand his/her behavior in specific time Object exist in a field of forces Nothing is so practical as a good theory.
- 14. Problem Solving by Insight Kholer PSIK Example : CHIMPANZEE get the banana by using the stick – one long one short. Perception of new relationship-- chimpanzee solve the problem or gain insight into the relationship between the two stick and banana. Previous experience with the essential of the problem had been necessary in order to develop insight
- 15. Cumulative Learning Theory Gagne CLG Learning occurs as the individual develops HOTs but need the previously learn lower skills. Stimulus- response learning – responding to specific stimuli that have been discriminated from other stimuli Motor verbal chain- combining 2 or more separate motor/verbal responses to develop complex skills. Concept –learning -giving labels to facts, relate and group it together. Rule Learning- concepts learned earlier are taken together to form a rule, principle and generalization. Problem Solving- applying concepts previously learned Lower skills-=====---hots
- 16. Gagne’s Conditions of learning • Most complex condition involving applying rules to solve problem(solving word problems) Problem solving • Combining and relating concepts ready learned to form rules( 1+2=3 ==2+1=3) Principle learning • Classifying and organizing perception to gain meaningful concepts (all dogs have four legs) Concept learning • Learners select a response applies to certain stimuli(selecting 2 when __+1=3) Discrimination • Labeling certain response(__+1=2)Verbal Association • Series of S-R are links(adding 1 and2)Chaining • Voluntary response similar to operant conditioning( getting ready to move as fire alarm heard.) Stimulus response • Involuntary response. Similar to classical conditioning(touching iron and flinching) Signal learning
- 17. Information Processing Theory Atkinson & Shiffrin IPT-AS Storage- info gets into memory Encoding- information changes as get into memory Retrieval -info.. Previously stored is recalled Sensory register- info transfer to short term memory, if nothing happen it is forgotten. Short-term working memory- info is organized for storage or discard. Storage- info gets into memory. Long-term memory- info kept for along period of time. Process of organizing info into mind like computer.
- 18. Constructivist theory of Learning Piaget and Vygotsky Cons-PVy Using acquired info to construct or build new ideas prior to their schema Teacher should provide students to construct on their own. Challenges teacher not to dispense knowledge but to provide students with opportunities and incentives to build up and to serve as guides to become sense makers Construction of ideas
- 19. Metacognitive theory of Learning Thinking about thinking Thinking beyond, and self monitoring process of how you think and to employ it successfully. Consist of awareness not only of what to do to perform a taask effectively but when and how various cognitive processes can be employed to success. TWO COMPONENTS Meta comprehension- knowledge about regulation for understanding CERTAN PROCEDURE IN OPERATION Metamemory- apply technique in memorizing E.G MNEMONICS MAY BE ACQUIRED through: Knowledge of others’ success or experiences Analysis of the goals of the cognitive tasks Analysis of the strategies employed in performing tasks. Experience that accompany attempts at metacognition. E.g. frustration when what is being taught is not understand
- 20. Desirable Conditions for Learning 1. Motivation 2. Retention 3. Transfer
- 21. Motivation - conditions that predispose an individual to learn, something or to avoid things. It is statement of desires, goals, likes, dislikes, wants, fears Theories of Motivation 1. Instinct theory/Genetic Pattern ( Lorenz) 2. Association theory (Thorndike) 3. Drive Theory/ psychoanalytic theory (Freud) 4. Need Gratification Theory (Maslow) 5. Attribution Theory (Weiner) 6. Self-Determination Theory (Deci) 7. Self-Efficacy Theory (Bandura) 8. Cognitive Theory (Hunt) 9. Drive Reduction Theory (Hull) 10. Expectancy Theory (Atkinson)
- 22. Instinct Theory/ Genetic Pattern Theory (Lorenz) Speculate that motivation is built into everyone through heredity: that is it is the product of inherited and innate instincts/natural feeling
- 23. Association theory (Thorndike) A deprivation/deficit of need will cause the individual to act to satisfy that need
- 24. Drive Theory/ psychoanalytic theory (Freud) Individuals behave as they do because their early experiences drive them instinctively to do so.
- 25. Need Gratification Theory (Maslow Satisfy basic needs is the cause of human behabior An individuals does something to ssatisfy his or her needs 1. Hunger drive, food drive thirst drive (basic needs) 2. Security 3. Love and belongingness 4. Self-esteem 5. Self-efficacy
- 26. Attribution Theory (Weiner) People seeks to understand why they succeed or fail, which may be due to ability, effort, task, difficulty, luck and help or hindrance from others.
- 27. Self-Determination Theory (Deci) An attitude of determination is the foundation of motivation; behaviors are based solely on the individuals preferences .
- 28. Self-Efficacy Theory (Bandura) The key to individual achievement lies with the learner’s own belief in the ability to execute actions required of a successful performance
- 29. Cognitive Theory (Hunt) Man is rational and continuously decides what he will or will not do. Motives curiously and intention activate and direct individuals to action that produce satisfaction are repeated.
- 30. Drive Reduction Theory (Hull) Reducing that which energizes behavior (drive)is satisfying and behaviors that produce satisfaction are repeated.
- 31. Expectancy Theory (Atkinson) People’s motivation to act depends on their estimation is estimation of being successful and the incentive value they place on success in the activity
- 32. RETENTION Is the process whereby long-term memory preserves learning in such a way that what has been stored in the memory can be located, identified and retrieved accurately when the need arises. Is influenced by many factors including degree of focus, length and type of rehearsal that occurred; student learning style, prior learning, and learning difficulties. Is opposed to forgetting in which the physical record of memory in the brain fades away either through disuse, interference, reorganization or through motivation. It requires that the learner not only gives conscious attention but also builds conceptual framework that have sense and meaning for eventual consolidation with long-term storage network.. Rehearsal is the process that allows the leaner to have the adequate time to process new learning before sense and meaning are attached to it. Although rehearsal does not guarantee information transfer into long term storage it contributes to this. There is also long term storage without rehearsal Rote rehearsal- used when learners need to remember and storage information exactly as it is entered into working memory, it involves direct instruction Elaborate rehearsal- used when it is important to associate new learnings with prior learnings to detect relationships; requires complex thinking process
- 33. TRANSFER THE PROCESS OF APPYING KNOWLEDGE OR SKILL PRVIOSLY LEARNED IN ONE SITUATION TO A NEW DIFFERENT SITUATION Two types: 1. Lateral transfer- when an individual is able to perform a new task that requires previously learned skills example solving word problems from text book and later on the board 2. Vertical transfer- when individual is able to learn more complex or advanced skills example being able to add and multiply, being able to read and write. Theories of transfer: Formal-discipline theory- facilities of the mind that can be strengthened through practice such as memory, reason, will, and imagination. Identical elements theory- elements such as facts, skills, and methods present in the original learning situation must be presented in a new but relevant situation. Generalization theory- facts and concepts that have been previously learned must lead to formulation of principles used in a new situation. Transposition theory- it is possible if there is understanding of the relationships amongst he facts, processes and principles.
- 34. Theory of multiple intelligences Howard Gardner 1. Mathematical/logical- number smart 2. Verbally/linguistic- word smart 3. Natural/nature- nature smart 4. Musical- rhythmic smart 5. Spatial- art smart 6. Bodily kinesthetic- gestures /movement smart 7. Intrapersonal- self communication 8. Interpersonal- communication to other 9. Existentialist-spirit smart 10. Interactionist- if you have all the characteristics
- 35. THANK YOU! PREPARED BY: (sgd)MR. BOYET B. ALUAN