Psychological Foundation

Foundation of Curriculum
Psychology
How do we learn (and think)?
Why do students respond to teaching?
And why do they respond differently?
Curriculum
Teaching and Learning are Interrelated
Curriculum and psychology
Psychology and Curriculum
Psychology - curriculum
Basis of understanding John Dewey
a screen Ralp Tyler
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 (p. 100)
Major Theories of Learning
Behaviorism stimulus and reinforces
Cognitivism mental operation
Humanistic psychology whole child (social,
psychology, and cognitive development)
Behaviorism
Connectionism (Thorndike)
Theory
Laws of learning (learning connection)
Law of readiness, law of exercise, law of effect
Specific stimuli and specific responses

Influences
Tyler generalized view of learning
Bobbitt and Charters Specific Habits to be acquired
Taba problem-solving and inquiry-discovery
Bruner Learning how to learn

Behaviorism
Classical Conditioning (Pavlov, Watson)
Theory
Stimuli association (Bell and food)
Key to learning
Condition the child in early years of life to train
them what you want them to be


Behaviorism
Operant Conditioning (Skinner)
Theory
Elicited responses definite stimulus
Emitted responses unrelated identifiable
stimulus
Key to learning
Operant behavior role of stimuli is less
definite (Emitted)
Reinforcement (Positive and Negative)


Behaviorism
Operant Conditioning (Skinner)
Theory
Elicited responses definite stimulus
Emitted responses unrelated identifiable stimulus
Key to learning
Operant behavior role of stimuli is less definite
(Emitted)
Reinforcement (Positive and Negative)
Lead to acquisition of new operants Behavior
modification


Behaviorism
Observational Learning and Modeling
(Bandura)
Theory
People learn through observation and
modeling

Key to learning
Through modeling, learner can learn how to
perform at sophisticated levels of performance


Behaviorism
Hierarchical Learning (Gagn)
Theory
The behaviors are based on prerequisite conditions.
8 types of learning: Signal learning, stimulus
response, motor chains, verbal association, multiple
discrimination, concepts, rules, and problem solving
Key to learning
Cummulative process of learning
Learning outcomes can be measured


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 behaviors.
Cognitivism
Theories of Jean Piaget
Describes cognitive development in terms of
stages from birth to maturity
Sensorimotor stage (0-2), preoperational
stage (2-7), concrete operations stage (7-11)
and formal operations (11 onwards)
Key to learning
Assimilation (incorporation of new
experience), accommodation (learning
modification and adaptation) and equilibration
(balance between previous and later learning)
Cognitivism
Influence
Tylers method - 1. Continuity Vertical curriculum, 2.
Sequence Spiral curriculum (past experience builds
upon the preceding one), 3. Integration Horizontal
curriculum
Taba: Curriculum strategies for productive learning
(Based on assimilation, accomodation and
equilibration)
Bruner Acquisition, Transformation, and Evaluation
Kholberg Preconventional (no sense of right or
wrong), Conventional (concerned about what people
think), Postconventional (morality is based on what
other people feel
Cognitivism
Theory of Lev Vygotsky
Cultural transmission and development
Children could, as a result of their interaction with
society, actually perform certain cognitive actions
prior to arriving at developmental stage
Learning precedes development
Sociocultural development theory

Key to Learning
Pedagogy creates learning processes that lead to
development
Child is an active agent in his or her educational
process
Cognitivism
Thinking and Learning theories
Gardners multiple intelligences.
Learning styles: Myth???
Golemans emotional intelligence. Emotion
contain the power to affect action.
Cognitivism
Constructivism (Vygotsky)
Individual as the active person in the process of
thinking, learning and coming to know
Learner is the key player

Key to learning
The learner constructs understanding from the inside,
not from an external source.
Learners must make knowledge personally relevant
Individual must construct own knowledge- make
meaning
Cognitivism
Other Problem Solving and Thinking Theories
Reflective thinking (Dewey)
Critical thinking (Ennis, Lipman and
Sternberg)
Creative thinking (Fromm, Sternberg,
Picasso, Dylan)
Intuitive thinking (Bruner)
Discover Learning (Phenix, Bruner, Taba)
Cognitivism and Curriculum
Why use cognitivism in curriculum making?
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.
Phenomenology/Humanistic
Psychology
Gestalt Theory (Gestalt)
Learning is explained in terms of wholeness of the
problem
Human beings do not respond to isolated stimuli but
to an organization or patter of stimuli.
Key to learning
Learning is complex and abstract
Learner analyzes the problem, discriminates between
essential and nonessential data, and perceive
relationships.
Learners will perceive something in relation to the
whole. What/how they perceive its related to their
previous experiences.

Phenomenology/Humanistic
Psychology
Self-Actualization Theory (Maslow)
Classic theory of human needs.
A child whose basic needs are not met will not be
interested in acquiring knowledge of the world
Put importance in human emotions, based on love
and trust

Key to learning
Produce a healthy and happy learner who can
accomplish, grow and actualize his or her human self.

Phenomenology/Humanistic
Psychology
Nondirective and Therapeutic Learning (Rogers)
Established counseling procedures and methods for
facilitating learning.
Childrens perceptions, which are highly
individualistic, influence their learning and behaviour
in class.
Key to learning
Curriculum concerns with process, not product;
personal needs, not subject matter, psychological
meaning, not cognitive scores.

Phenomenology/Humanistic
Psychology and Curriculum
Motivation and Achievement
Self esteem and self concept must be recognized as essential
factors
Affective needs are more important than cognitive needs
Support and nurture
The Concept of Freedom
Freedom permits the learners to probe, explore and deepen
understanding
Enhance learning opportunities and alternatives
In search of Curriculum
Leaners draw on experiences, subject matter, and intellectual
skills to attain full potential
Affection is measured through testimonials
Curriculum that enhance the self-actualizing and self-
determining learning process