Educational Psychology 302

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Educational Psychology 302

• Session 3

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The Human Brain Medial View
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The Neuron
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The Synapse
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What we know about human development . . .

• Predictable by milestones
• Development rates vary widely from child to child
• Characterized by spurts and plateaus
• Affected by both heredity and the environment

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Jean Piaget
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Piagets Assumptions . . .About how children
learn

• Children are naturally curious
• Children learn through experience (schemes)
• Children need to interact with their environment
• Equilibrium/disequilibrium/Equillibration
• Assimilate/Accommodate

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Learning How a Phone Works
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Assimilation?
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Assimilation?
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Sensorimotor Stagebirth until 2 years

• Scheme development
• Object permanence
• Cause and effect

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Preoperational Stage 2 to 6-7
years

• Language
• Egocentrism
• Confusion between physical and psychological
  events (animism, realism)
• Lack of conservation
• Centration
• Transformation incomprehensibility

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Preoperational Stage (cont.) 2 to 6-7 years

• Irreversibility
• Single classification
• Transductive reasoning

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Concrete Operations Stage6-7 to 11-12 years

• Perspectival independence
• Conservation (H20)
• Decentration
• Ability to reason through transformations
• Reversibility
• Multiple classification
• Deductive reasoning

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Concrete Operations Stage (cont) 6-7 to 11-12
years

• Lack of ability to comprehend abstract,
  hypothetical or contrary to fact ideas
• Democracy, human rights,
• If ever I kill myself from despair I wont
  choose a Friday, because Friday is a bad day and
  would bring me ill luck (Copeland, 1979).

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Formal Operations Stage11-12 to adulthood

• Ability to deal with hypothetical and abstract
  ideas
• Set and test hypotheses
• Manipulate variables
• Combinatorial thought
• Alternative realities

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Formal Operations Reasoning

• Problem 1 An 8-ounce jar of
  popcorn holds 1,200 kernels. How many kernels
  can a 14-ounce jar hold?
• Problem 2 Imagine that you have five
  beakers containing five different chemicals
  (Referred to as chemicals A, B, C, D, and E
  respectively). In how many different ways can
  two or more of these chemicals be combined? Show
  your work.

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Formal Operations Reasoning (cont.)

• Problem 3 If some of the candy
  pieces are in the shape of candy canes, and if
  some of the pieces of candy have red and white
  stripes, then do some of candy canes have red and
  white stripes?

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Formal Operations Reasoning (cont.)

• Problem 4 If all trees are flowers, and all
  flowers are weeds, then
• Are all weeds flowers?
• Are some weeds trees?
• Are all trees weeds?
• Problem 5 If some slums are marsts, and if
  some marsts are borfs, then
• Are some slurms borfs?
• Are some borfs marsts?

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Piagets ModelImplications for Teaching
Assumption
Implication

• Children are active and motivated learners
• Knowledge is constructed
• Assimilation and accommodation
• Importance of interaction with physical objects

• Capitalize on students natural curiosity
• Emphasize relationships among concepts and ideas
• Link new learning to prior knowledge
• Give students many hands on activities

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Piaget (Cont.)
Assumption
Implication

• Importance of social interaction
• Equilibration
• Neurological maturation
• Four qualitatively different stages

• Encourage students to share opinions and beliefs
• Provide experiences that contradict students
  existing beliefs
• Realize the capacity of students to understand
• Gear classroom tasks to students developmental
  levels

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Lev Vygotsky 1896-1934
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Vygotsky

• Social theory of learning
• Actual vs. prospective level of development
  (independent vs. assisted)
• Zone of Proximal Development (dynamic)
• To promote development Scaffolding,
  apprenticeships, modeling, exploration,
  reflection, self-talk

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Information Processing Theory

• Focus consistency
• Elaboration
• Utilizing the knowledge base (larger and more
  integrated)
• Metacognition (self-awarensss limitations,
  effectiveness)

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Key Messages of Development Theory

• Variations in development
• Social interaction
• Constructivism