PSY 202: Educational Psychology Introduction PDF

**PSY 202: Educational Psychology** **Introduction to Educational Psychology** **Legends:** Jaymie **--** own highlighting Jaymie **--** ma'am Pami's discussion [Jaymie] or [Jaymie] -- own; terms [Jaymie] **--** own underlining (Jaymie) or --Jaymie -- additional information **Jaymie** -- nam...

**PSY 202: Educational Psychology** **Introduction to Educational Psychology** **Legends:** Jaymie **--** own highlighting Jaymie **--** ma'am Pami's discussion [Jaymie] or [Jaymie] -- own; terms [Jaymie] **--** own underlining (Jaymie) or --Jaymie -- additional information **Jaymie** -- name or terms, title **I. OVERVIEW OF EDUCATIONAL** **PSYCHOLOGY** **[A. Historical Background]** **Johann Herbart** \- considered as the [father of educational psychology. ] \- the [students' existing mental sets] (what they already know) when presenting new information or material should be considered. \-\--What students already know(ex: pre-assessment) \- maraming contributions (theories)\* **E.L. Thorndike** \- designed methods to [assess] and [measure children's intelligence and ability to learn.] (Need evidence-based) \- he based teaching practices on empirical evidence and measurement. \- use of measurement and assessments(addtl. info.: [Revised] are to match the progression in capacities of newer generations. -Laws of Learning: Effect, Exercise, Readiness **William James** -- emphasized the importance of observing teaching and learning in classrooms for improving education. \- Learners should be observant and participant to learn. **Alfred Binet** \- [Binet-Simon test: intelligence test] -- IQ Test (56 items) -- special children to ordinary \- believed that it was important to [study individual differences between age groups and children of the same age.] \- in contrast with Behaviorism(learning in environment), it is about innate capacities---varies and limits to an individual, unchangeable. **John Dewey** \- believed that classrooms should prepare children to be good citizens and to facilitate creative intelligence. \- view a [child as an active learner]. (With active participation) \- emphasize the [child's adaptation to the environment] (to think and adapt to a world outside of school) **Jean Piaget** \- stages of the theory of cognitive development \- he viewed children construct their knowledge through (1) assimilation in which they evaluate and try to understand new information [based on existing knowledge] and (2) accommodation in which children expand and modify their cognitive structures [based on new experiences.] \- 4 stages: sensorimotor(senses), preoperational (hold/store info), concrete operational (organize info.), formal operational (abstract thinking, metacognition) **[B. Definition of Educational Psychology]** \- study of the process of how people learn and retain information in a variety of settings. \- study of the theories of [human development to understand individual learning.] \- study of the [social, emotional and cognitive processes] involved in learning and how it applies [to improve the learning process.] \- study of [approaches, strategies or methods to make learning more effective.] **[C. Career Opportunities in Educational Psychology]** \- College instructor \- Classroom assessments and measurements \- Evaluator and developer of educational programs \- Early childhood educator \- Institutional researcher \- Test administrator \- Trainings and workshops *Which field or career related to* *Educational Psychology would you* *prefer the most?* *College Instructor; Early Childhood Educator* **[D. Perspectives in Educational Psychology]** Psychological perspectives are ways of explaining human behavior. **Behavioral Perspective** \- focuses on learned behaviors. \- an influence on human behavior is learning from the environment such as [conditioning]. \- primarily concerned with observable behavior rather than internal states. \- external Example: being rewarded for a desirable behavior **Cognitive Perspective** \- focuses on mental processes like memory, thinking, problem-solving, language, and decision-making. \- focuses on how people think, learn, remember, process information and memory formation. \- higher mental processes; internal processes. **Biological Perspective** \- emphasizes the physical and biological bases of behavior. \- biological factors underlying to behavior of people. **Developmental Perspective** \- focuses on how children acquire new skills and knowledge as they grow and develop. \- this can help educators create instructional materials and methods for different age groups. **Humanistic Perspective** \- emphasizes the role of motivation in thought and behavior. \- it also focuses on what drives individuals to grow, change, and develop their potentials. \- hierarchy of needs; how does motivation develops, goes away, and comes back **Experiential Perspective** \- emphasize how a person life's experience influences their understanding of new information. \- this perspective considers the [learner's experiences, thoughts and feelings.] **II. RESEARCH IN EDUCATIONAL PSYCHOLOGY** *What type of research have you proposed or conducted recently?* \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ *Who are the participants of the study?* \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **[A. Research Methods in Psychology]** \- are systematic procedures used to observe, describe, predict, and explain behavior and mental processes. \- methods = procedures **Case Study** -- a [report] or illustrative account of a person, group, event, or community which uses information from a range of sources. - We also review those who are around them (to match their descriptions to our participants') **Correlational Studies** \- a measure of the extent to which two variables are related or associated. \- Association (gaano kalapit o kalayo association) **Experimental Design** \- participants are assigned to each condition of the independent variable, such as a control or experimental group. \- requires a minimum of 2 groups then compare \- end results are important -- basis of what we do. **Interview Methods** \- gathering of information through direct communication. \- [structured interviews] have a predetermined set of questions for every participant. While [unstructured interviews] have no predetermined set of questions. \- para maintindihan story ng participant (makikinig lang, hindi gaanong magsasalita) \- [structured] -- with guide questions; many interviewees(ex; company interview); [unstructured] --magtatanong then allow them to tell their stories. **Observation** \- an [overt observation] is when a [researcher tells the participants they are being observed] and what they are being observed for. -- [school observations,;] alam ng tao (ex: PBB) \- a [controlled observation] is when a behavior is observed [under controlled laboratory conditions. -- mental health institutions;] marshmallow test \- [natural observation] is about [spontaneous behaviors recorded in a natural setting. -- wildlife documentary] \- [participant observation] refers to when an [observer becomes a member of the group] and [has direct contact with the people they are observing].---[documentaries](iWitness) religious, community beliefs **Survey / Questionnaire Method** \- are useful for gathering specific facts or confirming details and provide insights into feelings, opinions, and understanding of people. \- common, pede iduplicate then distribute; for quantitative data (feelings, perceptions) **[B. Ethical Considerations in the Conduct of Research]** **- why?** To protect the participants and the researchers it works both ways. (what to remember and what to avoid in case research might end wrong) -- Code of Conduct APA 2022 (chap 10 pdf) **Ethics** -- rules of conduct necessary when conducting research. **Informed Consent** \- the researcher must inform the participants what the study or research is about and ask for their permission to participate. \- parents and/or legal guardians of participants below the age of 18 (minors) can provide consent to allow the children to participate in a study. \- [participants must be informed about the voluntary nature of participation, procedures, purpose, risks , benefits of the study, length of time of participation, and person to contact for questions or clarifications.] \- usually consist of 1 page only contains safety of participants and researchers. Inclusions: I understand..., voluntary participation, procedure, purpose, benefits(will enrich psych works, no monetary amount, but will help psych field), informed consent of minors (assent form with signature of parents). **Debriefing** \- involves informing the participants, after the study, about the purpose of the study, avoiding any misconception. it also [allows the participants to ask] questions or to address any harm from participation. \- kamustahan. **Protection of Participants** - the researchers must ensure that participants in the research must be protected from any distress and physical and mental harm. (embarrass, frighten, offend or harm participants). - The researcher must also ensure that vulnerable groups (children, elderly, persons with disability) must receive special care. They are vulnerable in terms of emotions, thoughts, and actions. - No physical or mental harm, iwasan ang pagjojoke, kamustahan lang muna. **Deception** - [When a study involves misleading, false, or withholding information to the participants that could influence their participation decision. ] **Confidentiality** - Identity of participants and the data gained from them must be kept anonymous. - What you heard is for you and the participant only. **[UNLESS]**: - can cause danger to other people -- should be reported to authorities and professionals.; - law permits/hiningi ng batas -- with notice, not all info should be disclosed, court. **Withdrawal from the Study** - Participants, at the beginning of the study, are informed that they have the right to withdraw from the study anytime or whenever they feel uncomfortable. - Even at the end of the study, the participant can withdraw the data they have provided for the research. - Participants can withdraw before, during, and after the research; voluntary participation (not coercion) - ¼ sheet of yellow paper - Introducing yourself, title of activity - A fun and creative way students to introduce themselves in class - Ex: fave color - Content: Title, Procedure