CD TUTORIAL 3.pptx curriculum development
- 1. HPGD1103 CURRICULUM DEVELOPMENT TUTORIAL 3 Psychological Foundations of Curriculum DR.KALIDASS MACHAPPAN
- 2. Learning Outcomes: Explain why curriculum developers need to understand how humans learn; 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
- 4. 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.
- 5. 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.
- 6. Psychology deals with the study of learning, behaviour, attitudes and abilities.
- 7. 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 The Perspectives Of Psychology
- 8. There are four psychological perspectives or schools of thought that have had an impact on curriculum Psychological perspectives influencing curriculum and their proponents
- 10. BEHAVIOURISM Behaviourism views human learning as the association between a stimulus and the accompanying response.
- 11. 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.
- 12. 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)
- 13. 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).
- 14. 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. Based on these experiments, Thorndike proposed three laws which he called:
- 15. 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.
- 16. 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.
- 17. 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.
- 19. Three stages of memory (Atkinson and Shriffin, 1968)
- 20. 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.
- 21. 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.
- 23. 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
- 24. HUMANISM Humanism argues that the role of the teacher is that of a facilitator.
- 25. 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.
- 26. THANK YOU