Introduction to
educational
psychology
Zainab Ali-Course Instructor
Institue of Professional Psychology
overview
● Aim and Objective of this Course
● Rules of Class (punctuality, respect,
listen)
● Flip classroom
Grading plan
● Quizzes- 15 marks (n-1)
● Assignment-20 marks
● Mids-25 marks
● Finals-40 marks
Qualities of
Behavioral issues
How students in the classroom effective
(you) learn in teachers
an educational
setting
TOPICS TO BE
Behavioral issues
STUDIED
in the classroom Intellectual
Classroom
management Disabilities
and the ideal in the
classroom Theories of classroom
individual c
setting developme
nt
TABLE OF CONTENTS
01 02 03 04
DEFINITION SCOPE HISTORICAL APPLICATION
BACKGROUND
Kia hae ye education akhir?
“if you think education is
expensive, try ignorance.”
—Andy Mclntyre
What is
educational
psychology?
Educatio Psycholog
n y
Educational Psychology is a distinct discipline
with its own theories, research methods,
problems and techniques. It has the
understanding and improvement of
education as its primary goal
( Wittrock, 1992)
HUM KIUN PARHEN??
WHAT DOES THE RESEARCH SAY?
● As per studies, children age 8 to 17 worry about doing well in school, getting
into good colleges and their family's finances. They also report suffering
headaches, sleeplessness and upset stomachs.
● subjects reported worry, fast heart beating, being afraid, chills and feeling sad
as their signs of stress. Headache and tiredness were also reported.
● There's a disconnect between what children say they're worrying about and
what their parents think is stressing them. (APA)
● The pressure on children to achieve high levels of academic success is
overriding the joys of education and making kids anxious and depressed
Hence,
●In educational psychology, learning theories give good insight into the way the
students learn. And once you know this, you can make the teaching-learning
process 'learner centered' in real sense.
●It actually helps you to understand what are the needs of learner in the
classroom, why he behaves in a specific way, why he responds in a way different
from others and different from his own behaviour at different times.
●Once you understand the learner, you can design instructional strategies
accordingly to make teaching-learning a successful experience.
What is educational psychology?
● Educational psychology is one of the many branches of psychology
dealing mainly with the problems, processes and products of
education.
● It is an attempt to apply the knowledge of psychology in the
field of education.
● It may be defined as that branch of psychology which studies the
behavior of the learner his educational needs and his
environment.
Educational Psychology
● Educational psychology is the branch of
psychology that specializes in understanding
teaching and learning in educational
settings.
EDUCATION PSYCHOLOGY
● Peel (1956) says:
○ Educational psychology is the science of education.
● Kolesnik states:
○ Educational psychology is the application of the
findings and theories of psychology in the field of
education.
● According to Skinner (1958):
○ Educational psychology is that branch of psychology which deals
with teaching and learning
● Crow and Crow (1973) defined educational psychology as:
○ Educational psychology describes and explains the learning
experiences of an individual from birth through old age.
Very simple example, when a student is not participating in the
classroom activities or is less active in class, how can you decode
whats going on in his mind? How can you help him and make
teaching-learning more meaningful for him? The answers to such
situations in class lies in educational psychology.
It is not only a physical being in a classroom but humans who
are yet to understand themselves and there is more!
Players in Educational
Psychology
THE LEARNER
01
THE LEARNING
02 PROCESS
THE LEARNING
03 SITUATION
THE TEACHER
04
Scope of Educational Psychology
● Educational psychology is a science of education which mainly deals
with the problems of teaching and learning and helps the teacher
in his task of modifying the learner’s behavior and bringing about
all-round development of his personality.
● The scope of such behavioral study has to be limited within the
confines of the teaching-learning process
Scope of Educational Psychology
The following questions should be answered by
an educational psychologist today:
How are children's abilities and knowledge related to objectives of
education?
How does knowledge of learning process and
theories contribute to more efficient learning and teaching?
How do characteristics of the learner affect his
readiness to learn and efficiency of learning?
How do characteristics of the teacher affect pupil learning?
How do the behaviors of the teacher and the student
affect efficiency of learning?
Historical
background
HISTORICAL BACKGROUND
The field of educational psychology was founded
by several pioneers in psychology in the late
nineteenth century. Three pioneers
William James,
John Dewey, and
E. L. Thorndike
stand out in the early history of educational
psychology
HISTORICAL BACKGROUND
1. William James
● Soon after launching the first psychology
textbook, Principles of Psychology (1890),
William James (1842–1910) gave a series of
lectures called “Talks to Teachers” in which
he discussed the applications of
psychology to educating children.
HISTORICAL BACKGROUND
● He emphasized the importance of observing teaching and
learning in classrooms for improving education.
● One of his recommendations was to start lessons at a point just
beyond the child’s level of knowledge and understanding
to stretch the child’s mind.
HISTORICAL BACKGROUND
2. John Dewey
● Dewey established the first major educational
psychology laboratory in United States, at the
University of Chicago in 1894.
● We owe many important ideas to John Dewey.
HISTORICAL BACKGROUND
● First, he viewed child as an active learner. Before Dewey, it was
believed that children should sit quietly in their seats and passively learn
in a rote manner. In contrast, Dewey (1933) argued that children learn
best by doing.
● Second, education should focus on the whole child and emphasize the
child’s adaptation to the environment. Dewey reasoned that children
should not be just narrowly educated in academic topics but should learn
how to think and adapt to a world outside school. He especially
thought that children should learn how to be reflective problem
solvers.
HISTORICAL BACKGROUND
3. E. L. Thorndike
● E. L. Thorndike (1874–1949), who focused
on assessment and measurement and
promoted the scientific underpinnings of
learning.
HISTORICAL BACKGROUND
● Thorndike argued that one of schooling’s most important
tasks is to sharpen children’s reasoning skills, and he
excelled at doing exacting scientific studies of teaching and
learning.
● Thorndike especially promoted the idea that educational
psychology must have a scientific base and should focus
strongly on measurement.
teaching : art or science?
Science and art
As a science, educational psychology’s aim is to provide you with
research knowledge that you can effectively apply to teaching
situations and with research skills that will enhance your
understanding of what impacts student learning.
But your teaching will still remain an art. In addition to what you can
learn from research, you will also continually make important
judgments in the classroom based on your personal skills and
experiences, as well as the accumulated wisdom of other teachers
Applications of educational psychology
An educational psychologist may be asked to advise a parent on
how to deal with a preschool child with major temper tantrums
To assess a young child with profound and multiple disabilities
Toadvise teachers onthe nature of
a 7-year-old's reading difficulties
To advise teachers and parents on an adolescent's problematic
behavior
To undertake play therapy with an 8-year-old who has been
sexually and physically abused
To give an adolescent counseling or psychotherapy
The EP may provide a consultancy service to the teacher or
school
Applications of educational psychology
● Educational psychology provides basis for the initial
education of teachers, particularly in
○ Management of learning and behavior,
○ and also on curriculum design, with special
attention given to the needs of individual
children
thanks
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