Download - Pedagogical Approach
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PEDAGOGICAL
APPROACH
Nur Fauzana bt Zulkifli
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PEDAGOGICAL APPROACH
Learning Theories
Methodsof teaching question and answer,
lecture, discussionFactors to consider when choosing a teaching
method
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According to Slj (1979), learning can bedivided
into five main categories
1Learning as a quantitative increase in knowledge.
Learning is acquiring information or knowing a lot.
2
3
4
Learning as memorizing. Learning is storing informationthat can be reproduced.
5
Learning as acquiring facts, skills, and methods thatcan be retained and used as necessary.
Learning as interpreting and understanding reality in adifferent way. Learning involves comprehending theworld by reinterpreting knowledge.
Learning as making sense or abstracting meaning.
Learning involves relating parts of the subject matter to
each other and to the real world.
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Learning
Theories
Behaviorism(Pavlov & A.Bandura)
Cognitivism (Wolfgang Kohler)
Constructivism
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BEHAVIORISME
Behaviorism isdescribed as adevelopmental theory thatmeasures
observable behaviorsproduced by a learners
response tostimuli.Responses tostimuli canbe reinforcedwith positiveor negative
feedback to condition desired behaviors
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classical conditioning - conditioning that pairs a neutral
stimulus with a stimulus that evokes a reflex, thestimulus that evokes the reflex is given whether or not
the conditioned response occurs until eventually the
neutral stimulus comes to evoke the reflex
conditioning - a learning process in which an
organism's behavior becomes dependent on the
occurrence of a stimulus in its environment
A. CLASSICAL CONDITIONING - PAVLOV
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A. CLASSICAL CONDITIONINGThe behavior becomes a reflex response to stimulus as in the case
of Pavlov's Dogs.Pavlov was interested in studying reflexes, when he saw that the
dogs drooled without the proper stimulus.
Although no food was in sight, their saliva still dribbled.
In a series of experiments, Pavlov then tried to figure out how these
phenomena were linked.
For example, he struck a bell when the dogs were fed.
If the bell was sounded in close association with their
meal, the dogs learned to associate the sound of the
bell with food.
After a while, at the mere sound of the bell, they
responded by drooling.
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A. CLASSICAL CONDITIONING
For example, in Pavlov's
experiments,
food is the unconditioned
stimulus that produces
salivation, a reflex or
unconditioned response.
The bell is the conditioned
stimulus, which eventually
produces salivation in the
absence of food.
This salivation is the
conditioned response
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A. CLASSICAL CONDITIONING
A process of behavior modification in which a subject learns torespond in a desired manner such that a neutral stimulus (theconditioned stimulus) is repeatedly presented in association
with a stimulus (the unconditioned stimulus) that elicits anatural response (the unconditioned response) until the
neutral stimulus alone elicits the same response (now called
the conditioned response).
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Social cognitive theory is a learning theory
basedon theideas thatpeople learn by
watchingwhatothersdo andwill notdo,theseprocesses are central to understanding
personality.
B. SOCIAL COGNITIVE
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In 1961 Bandura conducted a controversial experiment
known as the Bobo doll experiment, to study patterns of
behavior, at least in part, by social learning theory, and
that similar behaviors were learned by individuals shaping
their own behavior after the actions of models.
The experiment was criticized by some on ethical grounds,
for training children towards aggression.
Bandura's results from the Bobo Doll Experiment changed
the course of modern psychology, and were widelycredited for helping shift the focus in academic
psychology from pure behaviorism to cognitive and
psychology
B.COGNITIVE SOCIAL - A.BANDURA
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B.COGNITIVE SOCIAL - A.BANDURA
Reciprocal determinism is the theory set forth by psychologist AlbertBandura that a person's behavior both influences and is influenced
by personal factors and the social environment.
Bandura accepts the possibility of an individual's behavior being
conditioned through the use of consequences. At the same time he
asserts that a person's behavior (and personal factors, such ascognitive skills or attitudes) can impact the environment.
The basis of reciprocal determinism should transform individual
behavior by allowing subjective thought processes transparency
when contrasted with cognitive, environmental, and external social
stimulus events.
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B.COGNITIVE SOCIAL - A.BANDURAReciprocal determinism is the idea that behavior is controlled
or determined by the individual, through cognitive processes,and by the environment, through external social stimulus
events.
Actions do not go one way or the other, as it is affected by
repercussions.
Meaning ones behavior is complicated and cant be thoughtof as individual and environmental means.
Behavior consist of environmental and individual parts that
interlink together to function.
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cognitivISME
In psychology, cognitivism is atheoretical framework for understanding the
mind that came into usage in the 1950s.
Cognitive psychology derived its name fromthe Latin cognoscere, referring to knowing
and information,
thus cognitive psychology is an informationprocessing psychology derived in part from
earlier traditions of the investigation of
thought and problem solving.
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Schema (or
scheme)
The representation in the mind of a set of perceptions, ideas,
and/or actions, which go together.
PIAGET'S THEORY
Adaptation What it says: adapting to the world through assimilation andaccommodation
Assimilation The process by which a person takes material into their mind
from the environment, which may mean changing the
evidence of their senses to make it fit.
Accommodati
on
The difference made to one's mind or concepts by the
process of assimilation.Note that assimilation and accommodation go together: you
can't have one without the other.
Operation The process of working something out in your head. Young
children (in the sensorimotor and pre-operational stages)
have to act, and try things out in the real world, to work
things out (like count on fingers): older children and adults
can do more in their heads.
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PIAGET'S THEORYStages of Cognitive Development
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Vygotsky introduced the notion of zone of proximaldevelopment, an innovative metaphor capable of describingnot the actual, but the potential of human cognitivedevelopment.
Vygotsky investigated child development and how this wasguided by the role of culture and interpersonalcommunication.
He observed how higher mental functions developedhistorically within particular cultural groups, as well asindividually through social interactions with significant peoplein a child's life, particularly parents, but also other adults.
Through these interactions, a child came to learn the habits ofmind of her/his culture, including speech patterns, writtenlanguage, and other symbolic knowledge through which thechild derived meaning and which affected a child'sconstruction of her/his knowledge.
VYGOTSKY THEORY
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The zone of proximal developmentis
the difference between what a learnercan do without help and what he orshe can do with help.
Vygotsky stated that a child follows anadult's example and gradually
develops the ability to do certain taskswithout help.
Vygotsky's often-quoted definition ofzone of proximal developmentpresents it as
the distance between the actualdevelopmental level as determined byindependent problem solving and thelevel of potential development asdetermined through problem solvingunder adult guidance, or in
collaboration with more capable peers
ZONE OF PROXIMAL DEVELOPMENTVYGOTSKY
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In this research, Khler observed the manner in which chimpanzees solve
problems, such as that of retrieving bananas when positioned out of
reach.
He found thatthey stacked wooden crates to use as makeshift ladders, in
order to retrieve the food.
If the bananas were placed on the ground outside of the cage, they used
sticks to lengthen the reach of their arms.
Khler concluded that the chimps had not arrived at these methodsthrough trial-and-error but rather that they had experienced an insight, in
which, having realized the answer, they then proceeded to carry it out in a
way that was, in Khlers words, unwaveringly purposeful.
After many observations with chimpanzees, it was
concluded that these animals were capable of
problem-solving and that they did not arrive at their
methods through trial and error.
This is one of the prominent findings from the
research done on apes.
COGNITIVISMW. KOHLER
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Constructivism
Constructivism is a theory of knowledge
(epistemology) that argues thathumans
generate knowledge and meaning from an
interaction between their experiences andtheir ideas.
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However, constructivism is often associated with pedagogicapproaches that promote active learning, or learning by doing.
There are many critics of "learning by doing" ("discovery
learning") as an instructional strategy
This is unfortunate because there is quite a bit of promise to theeducational philosophy behind constructivism, but
constructivists seem to be having difficulties defining testable
learning theories.
Constructivism
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CIRI-CIRI PENGAJARANKONSTRUKTIVISME