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1 www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in “Introduction to Educational Psychology”. In Section 1 of this course you will cover these topics: Educational Psychology: Developing A Professional Knowledge Base The Development Of Cognition And Language Personal, Social, And Emotional Development Group And Individual Differences Topic : Educational Psychology: Developing A Professional Knowledge Base Topic Objective: At the end of this topic student would be able to: Explain Educational psychology Explain Social, moral and cognitive development Explain Individual differences and disabilities Explain Learning and cognition Explain Behavioral perspective Explain Cognitive perspective Explain Social cognitive perspective Explain Constructivist perspective Explain Motivation Explain Research methodology Explain QuantitativeWWW.BSSVE.IN methods Explain Qualitative methods Explain Applications in instructional design and technology Explain Applications in teaching Explain Careers in educational psychology Explain Employment outlook Definition/Overview: Educational psychology: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, www.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in 2 www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Key Points: 1. Educational psychology Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology and also between Engineering and Physics. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks. 2. Social, moral and cognitive development To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educationalWWW.BSSVE.IN psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge. For example, educational psychologists have researched the instructional applicability of Jean Piaget's theory of development, according to which children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete www.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in 3 www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in thought when reasoning about human relationships. Perhaps Piaget's most enduring contribution is his insight that people actively construct their understanding through a self- regulatory process. Piaget proposed a developmental theory of moral reasoning in which children progress from a naive understanding of morality based on behavior and outcomes to a more advanced understanding based on intentions. Piaget's views of moral development were elaborated by Kohlberg into a stage theory of moral development. There is evidence that the moral reasoning described in stage theories is not sufficient to account for moral behavior. For example, other factors such as modeling (as described by the social cognitive theory of morality) are required to explain bullying. Rudolf Steiner's model of child development interrelates physical, emotional, cognitive, and moral development in developmental stages similar to those later described by Piaget. Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity. 3. Individual differencesWWW.BSSVE.IN and disabilities Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness. Although theories of intelligence have been discussed by philosophers since Plato, intelligence testing is an invention of educational psychology, and is coincident with the development of that discipline. Continuing debates about the nature of intelligence revolve on www.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in 4 www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in whether intelligence can be characterized by a single, scalar factor (Spearman's general intelligence), multiple factors (as in Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences), or whether it can be measured at all. In practice, standardized instruments such as the Stanford-Binet IQ test and the WISC are widely used in economically developed countries to identify children in need of individualized educational treatment. Children classified as gifted are often provided with accelerated or enriched programs. Children with identified deficits may be provided with enhanced education in specific skills such as phonological awareness. 4. Learning and cognition Two fundamental assumptions that underlie formal education systems are that students (a) retain knowledge and skills they acquire in school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery. One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%. There is much less consensus on the crucial question of how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs. Some psychologists claim that research evidence for this type of far transfer is scarce, while others claim there is abundant evidence of far transfer in specific domains. SeveralWWW.BSSVE.IN perspectives have been established within which the theories of learning used in educational psychology are formed and contested. These include behaviorism, cognitivism, social cognitive theory, and constructivism. This section summarizes how educational psychology has researched and applied theories within each of these perspectives. 5. Behavioral perspective Applied behavior analysis, a set of techniques based on the behavioral principles of operant conditioning, is effective in a range of educational settings. For example, teachers can improve student behavior by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items. Despite the demonstrated efficacy of awards in changing behavior, their use in education has been criticized by proponents of www.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in 5 www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in self-determination theory, who claim that praise and other rewards undermine intrinsic motivation. There is evidence that tangible rewards decrease intrinsic motivation in specific situations, such as when the student already has a high level of intrinsic

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