Psychological Foundation
of Curriculum
Algen Jewel Balbin
Glenn Francis
At the end of the lesson the learners will be
able to:
K-Identify the Four Learning Theories
S- Recognize the different scholars of four
learning theories
A- Reflect a classroom setting using the four
learning theories
Behaviorism
Constructivism Curriculum Cognitivism
Humanism
Behaviorism
Behaviorism, also known as behavioral
psychology, is a theory of learning which
states all behaviors are learned through
interaction with the environment through a
process called conditioning. Thus, behavior is
simply a response to environmental stimuli.
Ivan Pavlov
Ivan Pavlov introduced the theory of classical
conditioning through a series experiments
with dogs.
Learning is the result of an association
formed between a stimulus and a response.
Edward Thorndike
Law of Effect
which suggested that when satisfaction follows an association, it is more
likely to be repeated. If an unfavorable outcome follows an action, then it
becomes less likely to be repeated. Behaviors immediately followed by
favorable consequences are more likely to occur again.
Law of Exercise
stated that behaviour is more strongly established through frequent
connections of stimulus and response.
Law of Readiness
Certain behaviors are more likely to be learned than others because the
nervous system of the organism is ready to make the connection leading
to satisfying state of affairs.
B.F Skinner
The theory of Skinner is based upon the idea
that learning is a function of change in overt
behaviour.
Reinforcement is the key elements in
Skinner’s theory.
Walter bandura
The social learning theory of bandura
emphasized the importance of observing and
modelling the behavior, attitudes and
emotional reactions of other.
Cognitivism
Cognitivism is "the psychology of learning
which emphasizes human cognition or
intelligence as a special endowment enabling
man to form hypotheses and develop
intellectually" (Cognitivism) and is also known
as cognitive development. The underlying
concepts of cognitivism involve how we think
and gain knowledge.
Three Stages of Memory
The short term memory is
where information is being
attended and encoded.
Encoding is transforming
information received into a
form that can be deposited
or stored in memory.
The sensory memory The long term Memory
receives information from where information that
various sources and the is encoded and
brain will only focus on rehearsed is stored.
information that has been Long term memory has
attended to. It is very short an unlimited capacity
and lasts for about ¼ or storage area.
second.
Levels of Cognitive Development
(Jean Piaget)
Formal Operations ( 11 years and onwards): The young person can think
logically about abstract ideas, evaluate data and test hypothesis
systematically.
Concrete Operational (7-11 years): The child can think logically about
objects and events.
Preoperational stage (2-7 years): The child learns to use language and
able to represent objects symbolically.
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.
Wolfgang Kohler
In the 1920s, German psychologist Wolfgang Kohler was studying
the behavior of apes. He designed some simple experiments that
led to the development of one of the first cognitive theories of
learning, which he called insight learning.
Insight learning is the abrupt realization of a problem's solution.
Insight learning is not the result of trial and error, responding to
an environmental stimulus, or the result of observing someone
else attempting the problem. It is a completely cognitive
experience that requires the ability to visualize the problem and
the solution internally - in the mind's eye, so to speak - before
initiating a behavioral response.
Insight learning is considered a type of learning because it results
in a long-lasting change. Following the occurrence of insight, the
realization of how to solve the problem can be repeated in future
similar situations.
Endel Tulving
Episodic Memory is the ability to consciously
recollect previous experiences from memory.
Semantic Memory is the ability to store more
knowledge in memory.
Emphasized the importance of retrieval cues in
accessing episodic memories.
Cognitivist Principles that may be practiced in
the teaching and learning of various subject
areas
Gain the students attention
• Use cues to signal when you are ready to begin.
• Move around the room and use voice inflections (changing tone).
Bring to mind relevant prior learning
• Review previous days lesson.
• Have a discussion about previously covered content.
Point out important information
• Provide handouts.
• Write on the board or use transparencies.
Present information in an organized manner
• Show a logical sequence to concepts and skills.
• Go from simple to complex when presenting a new material.
Show students how to categories (chunk) related information
• Present information in categories.
• Teach inductive reasoning.
Provide opportunities for students to elaborate on new information
• Connect new information to something already known.
• Look for similarities and differences among concept.
Show students how to use coding when memorizing lists
• Make up silly sentence with first letter of each word in the list.
• Use mental imagery techniques such as the keyword method.
Provide for repetition of learning
• State important principles several times in different ways during
presentation of information(STM).
• Have items on each days lesson from previous lesson (LTM).
• Schedule periodic reviews of previously learned concepts and
(LTM)
Constructivism
Is a perspective on learning focused on how
students actively create or construct
knowledge out of experiences. The main idea
of psychological constructivism is that a
person learns by mentally organizing and
reorganizing new information or experiences.
The organization happens partly by relating
new experiences to prior knowledge that is
already meaningful and well understood.
Jean Piaget
Knowledge Construction Mechanism
Assimilation- Accommodation- Equilibrium-
fitting a new revising an Seeking cognitive
experience into an existing schema stability through
existing mental because of a new assimilation and
structure. experience. accommodation
Jean Piaget
Learning involves the construction of new
understanding by combining prior learning
with new information.
Knowledge is constructed in the mind of the
learner.
Jerome Bruner
A major theme in the theoretical framework
of Bruner is that learning is an active process
in which learners construct new ideas or
concepts based upon their current/past
knowledge.
Bruner states that a theory of instruction should address:
The nature
and pacing
Predisposition of rewards
towards learning and
punishment
four major
aspects
The ways in which a The most
body of knowledge
can be structured so
effective
that it can be most sequences in
readily grasped by which to present
the learner material
Constructivist principles that may be practiced in the
teaching and learning of various subject areas
Student autonomy and initiative are accepted and encourage
• Respect students ideas and encourage independent thinking
• Teachers help students attain their intellectual potential
• Students take responsibility for their own learning
Higher-level thinking is encouraged
• Teacher challenge students to make connections, analyse, predict,
justify and defend their ideas.
• Ways in which teachers ask questions will influence student
response.
Students are engaged in dialogue with the teacher and with each
other
• Students present what they and build their personal knowledge
• Comfortable to express their ideas to allow for meaningful learning
Students are engaged in experience that challenge hypotheses and
encourage discussion
• Students generate varying hypotheses about phenomena
• Provide opportunity to test their hypotheses through dialogue
• The class use raw data, primary sources, manipulatives, physical
and interactive materials
• Involve students in real world situation
Curriculum
• Curriculum emphasis big concepts, beginning with the whole and
expanding to include the parts
• Knowledge is seen as dynamic, ever changing with experience
Humanism
Humanism
The learner is a person who has feelings,
attitudes and emotions. Emotions such as
self-efficacy, sell assurance, intrinsic and
extrinsic motivation determine how a student
approaches learning.
Humanistic Psychology
Humanistic psychology has been taken as a
“third force” learning theory by many observers.
First and, second being cognitive development
and behaviorism psychologists are always
concerned with the betterment of the society
and the people.
Humanistic approach suggests that-our
behaviour is dependent on our concept of
ourselves. Human beings understand
‘wholeness’ of the problem and react to it in an
organized pattern.
Maslow’s Theory
Abrahim Maslow gave a need hierarchy theory of human needs. He classified human
needs and then organized them in a hierarchy.
Physiological Needs: These are basic needs without which a person, can’t survive and
maintain life like food, water and, oxygen etc.
Safety Needs: These are the needs which are meant to protect our-self like a house to
save oneself from many problems, security etc.
Love and Belonging Needs: These are needs to have a loving and understanding
relationship with people and to have a social circle.
Esteem Need: These are needs to be identified as a respectable person.
Setf-actuaziliation Needs: These needs demand the development of best within a person.
Knowing and Understanding: These needs are for a desire to learn and know the deepest
of truth.
Maslow claimed, that these needs emerge in
hierarchical order unless and until one set of
needs are fulfilled, next don’t emerge. This
theory has implication for teaching-learning.
Maslow considered the experience of child as:
Fundamental to learning.
Emphasizing human qualities like creativity,
values, and
Giving importance to the dignity and work of
the individual and focus on the psychological
development and human potential of the
learners.
Basic Human Needs and Curriculum
Basic human needs can be classified in such a way that it
calls for self-actualization and development tasks. Let us
discuss the role of these’ two in curriculum development:
Self-actualization: This concept talks about the
fulfillment or satisfaction that a person feels by
achieving his or her own potential. It is very important to
provide such opportunities to learners through which.
they recognize their hidden talents. They must also be
encouraged to do things which they find to be difficult.
Self-actualization is possible through fulfillment of
personal needs and interests. But schools also have their
institutional interests. So a balance has to be maintained
between institutional goals and individual goals.
Development Tasks: When a task leads to
happiness, satisfaction, feeling of
achievement and so on, it is called
development task. Failure, dissatisfaction or
doing something half-heartedly leads to
feeling of discomfort. As curriculum planners,
we must ensure that learners are given
situations which create happiness, satisfaction
and feeling of success. It is also important
that learners feel secure in the environment in
which they are being taught. A curriculum is
successful of needs of the learners and what
curriculum provides complement each other.
Arthur Combs
Arthur Combs believe that hos a person
perceives himself or herself is most important
and that the basic purpose of teaching is to
help each student develop a positive self-
concept.
The role of the teacher is that of facilitator,
encourager, helper, colleague and friend of
his or her students.
Arthur Combs
Characteristics of a Good Teacher
They are well-informed about their subject
They are sensitive to the feelings of students and
colleagues
They believe that students can learn
They have a positive self-concept
They believe in helping all students do their best
And they use many different methods of instruction
Thank You!!!
