Understanding Learner-Centered Approaches in Educational Psychology, Apuntes de Psicología Educacional

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UNIT 1

Introduction to Educational and

Instructional Psychology

MAIN SOURCE

Mayer, R. (2008) Introduction to Learning

and Instruction. In Mayer (3-34) Learning

and Instruction. Merrill. Prentice Hall.

Simple teaching-learning model

Questions about the model:

1. Do you think the following prediction is derived from the modes considering HOW ITS FORMULATION? “if teacher teaches X, then the learner will learn X”. Explain why (30 words)
2. Do you think this prediction is correct? Justify your answer (30 words)
3. Make a change in the model, the one that seems most important for you and justify it (30 words)

Teacher’s knowledge about a topic/procedure

Teaching activities

• Explanations
• Practice

Evaluation activities

• Tests (OE, MC)
• Demonstrations

Results/execution in evaluation

The learner learns

• Ideas
• Procedures

Internal Observable Cause Relation

https://www.youtube.com/watch?v=E_q8CU2NtnQ

a. Could you briefly describe the case of Victor?

b. What was the main purpose of Dr. Itard?

c. Which were the main conclusions that could be

drawn from the case of Victor in relation to

Education.

1. The Wild Child of Aveyron

Educational psychology

◦ Understanding how the instructional environment

and the characteristics of the learner interact to

produce cognitive growth in the learner.

◦ A science, a branch of psychology

◦ Techniques to foster changes in the learners’

knowledge.

◦ How instruction affects learning.

Educational psychology stands between instruction and learning

Instruction

◦ Something the teacher does to promote learning in

the student

◦ Construction of environments that foster changes in

the learner’s knowledge.

-How? -Arranging external events to activate and support the internal processes of learning.

Educational psychology stands

between instruction and learning

◦ Teaching and learning are connected processes that involve the fostering of change within the learner

◦ Between the instructional manipulations provided by the teacher and the changes in knowledge created in the learner

◦ All learning involves connecting new information with existing knowledge. Students must be helped to develop knowledge structures that support the acquisition of new information. Without previos knowledge, the information can not be successfully connected. ◦ Wrong previous knowledge = misconceptions

3. Three approaches to research

on learning and instruction

1. Behaviorist approach: is one method better than another? Limitation: why? Or Why not? 2. Cognitive approach: how instructional methods affect underlying learning processes and learning outcomes.

“although the cognitive approach offers a deeper picture of how teaching affects learning than does the behaviorist approach, the picture is still not complete”

3. Contextual approach: how instructional methods are used in real classroom settings.

Psychology in education

Explain the relation between psychology and education

in each of the following statements and its implication:

a) Psychologists should conduct laboratory research

about learning and development and explain the

resulting theories to educators; educators should

apply this scientific research to their instruction.

b) Psychologists should conduct laboratory research

about learning and development without concerns

for educators; educators should develop instruction

that meets the practical needs of their students

without examining irrelevant psychological theories.

c) Psychologists should study how people learn and

develop in real educational situations, basing their

research on the challenges of educators; educators

should base their instructional decisions on

psychological theories of how students learn and

develop

PHASE 1: One-way street from psychology to education ◦ Psychological science could improve educational practice ◦ Naive optimism ◦ Early 1900s ◦ Thorndike “educational psychologists could apply the exact methods of science to solve problems in practice”

4. Three Roads for Psychology

in Education

PHASE 3: Two-way street between psychology and education

◦ From psychology to education & from education to psychology

◦ Cautious optimism

◦ Late 1900s

◦ DiVesta “transition from behavioral to cognitive psychology

◦ Match the statements in part a) to the statements in part b) ◦ Find an example for each of the metaphors of learning.

PART A PART B

Learning as response strengthening

Adding new facts and skills to your knowledge base Learning as knowledge acquisition

Understanding how to fit pieces of information together. Learning as knowledge construction

Adding new behaviors to your repertoire

5. Three Metaphors of Learning

LEARNING AS KNOWLEDGE ADQUISITION

◦ Based on studying human learning in lab setting

◦ Learning occurrs when information is transferred from a more knowledgeable person (teacher) to a less knowledgeable person (student)

◦ The learner becomes a processor of information and the teacher a dispenser of information

◦ Typical instruction methods: textbooks, workbooks and lectures

LEARNING AS KNOWLEDGE CONSTRUCTION

◦ Learners actively build their own mental representation

◦ Teachers guide and assist students

◦ The focus is on the learner and on helping them build cognitive strategies for academic learning tasks

◦ Typical instruction methods: discussions, guided discovery, paarticipation