Download - The Psychological Foundations of Education
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Prepared by:
James Bryan U. Coden, RN
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It is the process of arousing and sustaining
interest in an activity in order to achieve a
goal
Also the creation of a desire on the part ofthe learner to perform an activity to satisfy a
need
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Intrinsic Motivation is an internal stimulus
that arouses one to action
- Examples: Inner Drive, Personal Satisfaction
Extrinsic Motivation an external stimulus toaction. This type of motivation is based on
incentive.
Examples: Salaries, Bonuses, Foods, Medals,
Praises
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1. Directs activities toward the achievement
of a goal
Example: If the goal is to acquire oral
proficiency, then all efforts must bedirected towards the learning of the rules
of grammar and language.
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2. Controls anddirects humanbehaviour.
Example: Instead ofengaging in antisocial activities orvices, the studentmay be guided to
engage inworthwhile,socially approvedactivities
3. Inculcates spritualand moral values inthe minds of theyoung.
Example: With propermotivation, theyoung may beincluded to form
spiritual and moralvalues as theirlifelong assets.
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4. Gives satisfaction and happiness to the
individual.
Example: A learner sets the completion of a
course as his goal that promises lucrativejob. Properly motivated, all his efforts are
directed towards his goal. Upon completion,
he experiences satisfaction and happiness.
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1. Biological and Physiological Drives. These
are innate or inborn stimuli such as the
desire for food, water, shelter, and other
comforts of the body.2. Psychological Drives. These are social
drives which are acquired, learned or
derived. These are the need for social
approval, security, safety, belongingness,love, esteem, prestige, power, etc.
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3. Creativity or self actualization drives. These
are general or unconscious drive or motives.
The desire to do something not out of
necessity but simply the urge to achievesomething exceptional for the good of
humanity is self actualization
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1. Cognitive Learning. This is the acquisition
of knowledge, facts and information,
principles, ideas, concepts, understanding,
reasoning, etc.2 types:
A. Associative Learning This is establishing
the relationship between words or ideas and
the things they refer to, between theprinciples and the situations and conditions
they are applied to. This involves an accurate
understanding of the relationship of things or
situations
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Example: In the learning session, a green mango isassociated with the green colour, sour taste, an
oblong shape and texture characteristic of the fruit.
So when the learner sees one in the future he knows
it is a green mango.
B. Problem Solving Learning. Problem Solving
Learning is the process of overcoming difficulties that
hinder the attainment of a goal by using knowledgeand skills gained form associative learning and other
types of learning. In this type of learning, reflective,
analytical, and constructive thinking are very much
needed. This type of learning is used in all subjects.
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2. Attitudinal or affective learning. This typeof learning is the formation of good andacceptable attitudes, judgments, appreciationsand values. It is the acquisition or development
of sound moral and spiritual values such ashonesty, integrity, punctuality piety, etc.
2 Types:
A. Aesthetic Learning The appreciation of whatis good and abhorrence of what is bad
B. Intellectual Learning This may be developedby reading good and classical literary pieces,e.g. The Bible, the Koran
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3. Psychomotor Learning. This involves the use ofthe muscles in bodily movement. The reflexes are
especially important because the activities are
usually responsive to ceratin stimuli.
2 Types:
A. Bodily Movement Coordination The harmonious
functioning of the body in order to attain the desired
performance of the activity.B. Manipulative Dexterity The skilful use of the
hands and feet. Precision and accuracy are necessary
in both basic and complicated activities such as
writing, typing, inserting an IV cannula
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Inductive Thinking Model
Concept Attainment Model
Advance Organizers Model
Constructivist Theory
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The focal point of this model is the emphasis onlearners active involvement in the classroomactivities and learners development of criticalthinking
3 Principles: Thinking can be taught
Thinking is an active transaction between the individualand data
Processes of taught evolve by a sequence that is lawful
3 Stages:1. Concept Formation
2. Interpretation of Data
3. Application of Principles
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1. Concept Formation
This stage involves:
- Identifying and enumerating data that
are relevant to a problem- grouping those items according to
some basis of similarity
- Developing categories and labels forthe groups
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2. Interpretation of Data
- it focuses on mental processes such as
generalizing and synthesizing of data
3. Application of Principles- in this stage the formed concept and
interpreted data is applied to explain a new
phenomena.
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This model is closely linked to the Inductive
Thinking model wherein the learners
construct their own comprehension of the
lesson
Elements of a Concept
Name
Example
Attributes Attribute Values
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Name is the term given to a category Example: Fruit, Animals, Government
Examples is an item that falls under the
category Example: Fruit Apple
Attributes characteristics of the example
that makes it under a category
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It is a method of bridging old information
with something new
Cognitive instructional strategy used to
promote the learning and retention of newinformation
Example: Giving the students a diagram before
listening to a passage leads to retention of
material; recall was enhanced for conceptual
information in the lesson
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Learners are encouraged to discover facts and
relationships for themselves
The teachers and the learners should engage in
an active dialogue. The task of the teacher is to
translate information to be learnt into a format
appropriate to the learners current state of
understanding; therefore, lesson plan should be
organized in a manner in which the students
could continually build upon what they havealready learnt.
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Learning is an active Process in which the learner usessensory output and constructs meaning out of it. Learningis not passive
One needs knowledge to learn: it is not possible toassimilate new knowledge if there are no previousknowledge to build on.
Motivation is a key component in learning. Not only ithelps in learning, it is essential for learning.
It takes time to learn. Learning is not instantaneous. Forsignificant learning to take place we need to revisit ideas,ponder them try them out, play with them and use them.
People learn to learn as they learn: learning consists bothof constructing meaning and constructing systems ofmeaning Example: As we learn the chronology of history of events, we
also learn of the term chronology