...a preliminary discussion, respectively, (1) of the nature and aim of theory; (2) of practice. A. I shall assume without argument that adequate professional instruction of teachers is not exclusively theoretical, but involves a certain amount of practical work. The primary question as to the latter is the aim with which it shall be conducted. Two controlling purposes may be entertained so different from each other as radically to alter the amount, conditions, and method of practice work. On one hand, we may carry on the practical work with the object of giving teachers in training working command of the necessary tools of their profession; control of the technique of class instruction and management; skill and proficiency in the work of teaching. With this aim in view, practice work is, as far as it goes, of the nature of apprenticeship. On the other hand, we may propose to use practice work as an instrument in making real and vital theoretical instruction; the knowledge of subject-matter and of principles of education. This is the laboratory point of view. The contrast between the two points of view is obvious; and the two aims together give the limiting terms within which all practice work falls. From one point of view, the aim is to form and equip the actual teacher; the aim is immediately as well as ultimately practical. From the other point of view, the immediate aim, the way of getting at the ultimate aim, is to supply the intellectual method and material of good workmanship...
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...several roles that educational psychology play in training and teaching. Accordingly, other experts maintain that so inextricably integral is educational psychology to training and teaching that it is impossible to talk about effective training without educational training. The veracity behind this standpoint is underscored by the fact that, educational teaching plays a pivotal role in the dispensation of teaching and other educational tasks or services. In the first place, Callahan and King (2011) point out that educational psychology is pivotal for teaching, due to the roles of the educator. Firstly, Callahan and King (2011) observe that the teacher is not only one who educates, but also serves as a guide to students. This means that the teacher must use educational psychology to know well, a child’s growth and development and the rate at which these are taking place. In light of this, the teacher will be able to analyze the intelligence, the interests, ability and the needs of students. This will enable the teachers to adopt the most effective technique of teaching and communication. The theoretical and practical aspects of learning can only be met when the teacher accepts that his role also takes the form of a guide. Conversely, other experts bifurcate the importance and role of educational psychology in teaching. The first case is cited as its ability to foster learning and teaching situations, whereas the second is emphatic on the use of educational psychology in learning...
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...possible if the teacher understands the qualities and nature of child and human psychology. The subject Educational Psychology is also a challenging field through which different complex problems of educational system can be solved. The knowledge of Educational Psychology has a great relevance for the teacher, because it helps the teacher to realize his objective of effective teaching and educating the pupils properly. Precisely speaking, the knowledge of Educational Psychology helps the teacher in the following ways: (1) Understanding the child: It has been rightly recognized that the teacher can truly teach the child only when he possesses the knowledge of child psychology individual as well as collective. For example, the teacher must know how children think; what are their interests at various stages of their development; and how their energies can best be utilized for educational purpose. In fact, all modifications in the techniques of teaching are really the growing application of the knowledge of psychology to the process of teaching learning. (2) Understanding individual differences: Previously it was presumes that all children are more or less alike and therefore, almost same speed of progress was expected of them. Moreover, it was also thought that the mind of the child is just like a clean state and therefore, anything could be written on it. Now, from the knowledge of psychology, we understand that there are marked differences among the children, and every child...
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...EDUCATIONAL PSYCHOLOGY: A DEFINITION AND KEY CONCEPTS It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense! Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated: No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about...
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...Learning theories has been a subject of great interest in psychology ,this makes it fundamental to teaching and learning.The essay will assess contributions of educational psychology with reference to learning theories in teaching and learning .Key terms will be discussed in the next paragraph .The conclusion shall synthesize learning theories and the contribution of educational psychology and their educational implications . https://en.m.wikipedia.org / learning theories are conceptual frameworks describing how information is absorbed, processed and retained during learning .That is learning theories helps to predict and explain relationship between learning conditions and the learning outcomes. Zindi,Peresuh and Mpofu,(1997) says “educational psychology is knowledge gained from psychology and applied to activities of the classroom.” Santrock (2011) deals with human behavior and its application in education .According to the above two definitions educational psychology refers to the provision to the teachers with theories which help them to be flexible and adaptable to different situations which can happen in the teaching and learning at primary and secondary level. Educational psychology contributes a lot in the teaching and learning. It helps the teacher in selecting materials suitable for learners and suitable teaching methodologies. When the teacher is well versed with theories, he or she find how to explain, describe and control behavior. In the classroom, when the teacher...
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...SUBJECT AND TASKS OF PSYCHOLOGY IN HIGHER SCHOOL Psychology studies the individual and group mental phenomena of nature, the laws of development and the formation, role and place in the activities and behavior. Higher School of Psychology studies the mind and psychological features of activity of students, teachers and university leaders. The psyche of the individual includes mental processes, states and properties. Mental processes are divided into cognitive, emotional and volitional. Cognitive processes - sensation, perception, representation, memory, imagination, thinking and speech - it gives the opportunity to acquire knowledge and solve problems, to navigate the environment, explore the individual objects and the environment in general, to anticipate events. Emotional processes stain the whole inner life of man, are involved in the activation of his forces, "let know" about the compliance or non-compliance of what is happening needs and goals. Determined processes are expressed in the self-regulation, conscious, mobilizing and managing their behavior. This is most clearly manifested when they overcome difficulties and obstacles. Mental processes are included in the behavior and activities of people. There is not a problem that could be solved by them without manifestations of psychological processes. Mental conditions - it is a temporary state of mind in general (climbing, confidence, willingness, joy, doubt, depression, depression, etc...), That affect the level...
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...DOMAINS AND DOMAIN LEARNING Knowledge Domains and Domain Learning Liliana Maggioni and Patricia A. Alexander University of Maryland In press Keywords: discipline, domain, learning, history, knowledge, mathematics, reading, science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants, numbers, or the past)...
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...and exercise psychology, and what are its two general objectives? → Is the scientific study of people and their behaviors in sport and exercise contexts as well as the practical application of that knowledge. Objectives: A. Understand the effects of psychological factors on physical or motor performance. B. Understand the effects of physical activity participation on psychological development, health, and well-being 2. Described the major accomplishments of the six periods in the history of sport and exercise psychology. What contributions did Coleman Griffith and Franklin Henry make to sport and exercise psychology? Period 1: The psychology of play starts to be discussed. Studies of football and Basketball players are studied in the University of Illinois. Norman Triplett conducts the 1st social psychology and sport psychology Period 2: @5 articles are published about sports psychology. Coleman Griffith conducts psychological profiles on players. in the Chicago Cubs. Period 3: Franklin Henry undertakes the position in the Department of physical Education at the University of California Berkeley and develops the 1st graduate program in psychology of physical activity. Period 4: The first NASPSPA conference is held and proceedings in NASPSPA are first time published. Period 5: The U.S Olympic committee hires first full time sport Psychologist as well as an advisory board is developed. Period 6: Europe publishes he journal Psychology of Sport and...
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...Educational psychology is when you study how people learn in academic settings. They want to know how students’ learn within academic settings, how productive interventions are, and what prompts people to educate others, how schools operate as organizations and civilizations. Educational psychology is often confused with school psychology, but the two are not the same. School psychologists center their attention on the needs of one particular individual. In contrast, educational psychologists are concerned with the whole educational process, using their expertise in psychology to improve the educational experience. Educational psychologist primary role are to focus on bringing a positive change for people in academic settings. They have a broad range of skills, techniques, and methods for helping people who have trouble excelling academically. While educational psychologists are training they study normal developments of the young mind, psychology of learning and educating, psychological aspects of educating children with special needs. They study how groups operate, how people interact and maintain relationships among many other subjects. They are complex problem solvers, give good advice, treatment, and know how to properly train others to do the same. People in this profession are active listeners as well as active learners, always aware of others’ reactions and to as why they react the way they do. Educational psychologist love to stay busy and help people, actively...
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...when dealing with the concepts of cognitive development. Vygotsky believes in development through social behaviour whilst Piaget believes in individuals acquiring knowledge on their own. Both however, believe that the interaction between development and learning hold significant implications for a child’s growth. This essay discusses some of the philosophical beliefs of each theorist in regards to a scenario based in the classroom of a year five teacher named Ann. Ann reinforces classroom lessons through the outdoor environment, exemplifying Piaget’s theories of constructivist based learning as well as teaching methods that cater to the concrete operational stage of cognitive development. Ann also displays Vygotsky’s cognitive theory involving the zone of proximal development and peer to peer or teacher-peer scaffolding within a group environment. The essay will examine Ann’s teaching methods and how they relate to these cognitive developmental theories. Ann’s socially-constructive pedagogical approach as described by Howell (2012) will help children build their knowledge base through collaborative learning as well as independent work, known as scaffolding. Ann would apply the technique of scaffolding by providing assistance and offering feedback relating to new information (Woolfolk, 2004). Vygotsky (1978) put forward a theory in which one only develops as one participates in various forms of social activities, opposed to Piaget who believed in a theory where the individual constructs...
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...TEACHING FUNDAMENTAL MORAL PRINCIPLES TO Page 2 STUDENTS AT DIFFERENT AGE GROUPS Introduction Educational psychology is a branch of psychology concerned with developing effective educational techniques and dealing with psychological problems in schools. It’s a study of methods of training, teaching and their effectiveness. Also, the problems experienced in learning formal material; in particular, the study of how to help people, especial school children, with their learning problems to overcome their difficulties. (Definition) Fundamental moral principles are the principles of right and wrong that are accepted by an individual or a social group. (Definition) Moral education is an increasingly popular topic in the fields of psychology and education. It’s been constantly debated in our daily lives. For instance, increased suicide cases, juvenile crimes such as: drug abuse, gang fights, theft and also teen pregnancy and inclining abortion rates have caused many to question the morals of the upcoming generation. This is not only faced in Singapore, but many other nations are also facing serious moral issues with the children these days. Therefore, for today’s programme, I will be focusing on different age groups; children between the age 3 and 5, Primary 5 students (10-11 years old) and High School Seniors/Junior College students (16-17 years old), and teach these students about right or wrong of fundamental moral principles. To learn about cognitive...
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...century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need to define, organize and implement the public school curriculum. The early field of curriculum was dominated by administrative notions, and curriculum...
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...Instructional and Expressive Educational Objectives When it comes to curriculum issues and planning, educational objectives are a central theme; but perspectives vary on how they should be formulated. This paper seeks to examine the concept of “educational objectives”; to distinguish between two types of objectives- “instructional” and “expressive”; and to justify the use of both types of educational objectives in curriculum development, from both a theoretical and practical perspective. The formulation and use of instructional and expressive objectives have implications for the selection of learning activities and evaluation; and identifying the aims and objectives of a course of study is very important to determining how they are used in curriculum development. Many theorists have sought to clarify, classify and specify the manner in which objectives should be formulated and the characteristics they should have once developed, (Eisner, 2005). Educational objectives are based on individual values, and therefore what may seem important to some educators may not be seen as important to others (Eisner, 2005); however, it is a conclusive fact that educational objectives are important for curriculum development. Tyler (2010) states that by outlining educational objectives, “the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, [and] for deciding on the kind of teaching procedures to follow” (p. 62). Gagne reiterates...
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...interaction is encouraged rather than discouraged is more noise, less quiet; greater movement, reduced lecturing. When teachers have participated in workshops designed with this style of learning. Teachers need to recognize collaboration as a viable method of creating individual meaning, and learning courses. 2. Point of View 1. Defining of Learning 2. Defining of Teaching 3. Understanding of Language Learning 4. Elements of Language Learning CHAPTER II EXPLANATION Defining of Learning We use the term 'learning' all the time in everyday life. But within the field of educational psychology, the term learning is actually a specific term. Different people use different words to define learning within educational psychology, but in general, we're talking about a step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviors, or ways of processing the world. Let's go through a few examples of different types of learning you might hear about in the field of educational psychology. Learning, in psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but...
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...studied how learning is affected by changes in the environment. The constructivists viewed learning as a search for meaning. Piaget and Vygotsky described elements that helped predict what children understand at different stages (Rummel, 2008). Details of both theories illuminate the differences and connections between the behavioral and constructivist theories in relationship to how children learn and how their behavior is affected. How curriculum and instruction work with these theories to promote learning and how educators view learning with respect to both theories are also reviewed. Introduction Many students enrolled in institutions of higher education in the United States have had experience with both face-to-face and online classes. Educational researchers have begun to examine the technological characteristics of online classes which contribute to making online classes equivalent to face-to-face classes in relationship to their pedagogical effectiveness. The growth of online learning has changed the traditional learning environment of brick and mortar E-Leader Manila 2012 classrooms to learning in cyberspace. This environmental change has caused educators to look more closely at the way students’ best experience learning in the 21st century. Behaviorism and constructivism are learning theories which stem from two philosophical schools of thought which have influenced educators’ view of learning....
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