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Psychology of Learning

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Stick to what we can observe and measure. Epistemological viewpoints. Relativism (Constructivism) Truth is contextual. Our observations are fallible ... Constructivism ... – PowerPoint PPT presentation

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Title: Psychology of Learning


1
Psychology of Learning
2
Branch of Philosophy
Epistemology
3
Epistemological viewpoints
  • Positivism (objectivism)
  • Knowledge is independent from learner
  • Absolute truths
  • Stick to what we can observe and measure

4
Epistemological viewpoints
  • Relativism (Constructivism)
  • Truth is contextual
  • Our observations are fallible
  • Context is important for negotiating and
    constructing meaning
  • Knowledge is constructed by the learner

5
Positivism vs Relativismobjectivism
constructivism
  • Multiple Realities
  • Learning Goals
  • Teacher as Learning Facilitator
  • Student as Active Participant
  • Students is Responsible
  • Context-driven evaluation
  • One Separate Reality
  • Objectives
  • Teacher as Knowledge Transmitter
  • Student as Passive Recipient
  • Teacher is Responsible
  • Criterion-referenced materials

As they relate to learning
6
Two psychological perspectives
Learning
Constructivist
Behavioral
Cognitive
7
Behaviorism
Theories of learning that emphasize changes in
observable behavior. Behavior is largely
controlled by outside stimuli. Example A baby
cries and you pick it up. The baby learns that if
it cries, you will come. You have provided the
necessary reinforcement. Behaviorist
methodology is more focused on what I do as a
teacher than what is going on in your head.
S R R
8
Cognitivism
  • Theories of learning that emphasize unobservable
    mental processes.
  • Information processing
  • Like a computer input-processing-output
  • Memory processes
  • Attention
  • Encoding
  • Making connections to prior knowledge
  • Retrieval (transfer)

9
Constructivism
  • Constructing knowledge from the information or
    environment rather than just receiving it.
  • From the inside out

10
Constructivism
  • Environment is important
  • Authentic activities
  • Collaboration
  • Set ones own goals
  • Regulate own learning
  • Reflection

11
Two Instructional Models (practice)
  • Directed Instruction
  • Teacher directed
  • Learner receives information
  • Objectives defined
  • Assessment, activities, materials are teacher
    driven
  • Guided Instruction
  • Teacher as guide or facilitator
  • Problem oriented activities
  • Rich learning environments
  • Cooperative/collaborative learning
  • Exploratory learning/discovery learning
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