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Psicología Educativa PSICOLOGÍA EDUCATIVA Dr. Dante Manuel Macazana Fernández Dra. Luz Marina Sito Justiniano Dra. Alejandra Dulvina Romero Dìaz NSIA Publishing House Editions Neutrosophic Science International Association University of New Mexico. USA PSICOLOGÍA EDUCATIVA Lima - Perú, 2021. 1ª edición 2021 Dr. Dante Manuel Macazana Fernández Dra. Luz Marina Sito Justiniano Dra. Alejandra Dulvina Romero Dìaz 15,24, 22,86 cm. ISBN: REVISORES: Dr. C. Darvin Manuel Ramírez Guerra Universidad de Holguín, Cuba GUDPLUH]J#XKRHGXFX Dr. C. Wilber Ortiz Aguilar Universidad de Guayaquil, Ecuador RUWL]ZLOEHU#JPDLOFRP ÍNDICE PREFACIO…………………………………………………………………………… 1 CAPÍTULO I. LA PSICOLOGÍA EDUCATIVA……………………….. 5 1.1. LA PSICOLOGÍA EDUCATIVA………………………………………… 5 1.2. LA INVESTIGACIÓN PARA COMPRENDER Y MEJORAR EL APRENDIZAJE………………………………………………………………………. 14 CAPÍTULO II. ASPECTOS DEL ESTUDIANTE…………………… 23 2.1. DESARROLLO HUMANO…………………………………………….. 24 2.2. CEREBRO, DESARROLLO Y APRENDIZAJE…………………. 31 2.3. PROCESOS COGNITVOS FUNDAMENTALES………………. 42 2.3.1. MEMORIA………………………….…………………………………….. 42 2.3.2. INTELIGENCIA…………………………………………….…………… 57 2.3.2.1 MENTALIDAD FIJA (FIXED MINDSET) Y MENTALIDAD DE CRECIMIENTO (GROWTH MINDSET)……………………………………………………………. 70 2.3.3. LENGUAJE……………………..………………………………………. 71 2.3.4. PENSAMIENTO………………………………….…………………… 81 2.4. ESTRATEGIAS DIDÁCTICAS BASADAS EN LA NEUROEDUCACIÓN ……………………………………………………………… 83 2.5. MODELOS PARA LA NEUROEDUACIÓN……………………. 105 2.6. TEORÍAS Y EVALUACIÓN DE LA PERSONALIDAD…….. 108 2.7. MOTIVACIÓN……………………………………………………………. 121 2.8. ENFOQUES TEÓRICOS DE LOS PROBLEMAS DE LA ADOLESCENCIA………………………………………………………………….. 136 CAPÍTULO III. AMBIENTES DE APRENDIZAJE…..…………. 155 3.1. LOS PROBLEMAS DE CONVIVENCIA ESCOLAR…………. 155 3.1.1. LA DISCIPLINA EN LA SEGUNDA INFANCIA (4-7 AÑOS)…………………………………………………………………….. 161 3.1.2. LA DISCIPLINA EN LA TERCERA INFANCIA (7-10 AÑOS)……………………………………………………….……………. 163 3.1.3. LA DISCIPLINA EN LA MADUREZ INFANTIL (10-12 AÑOS)………………………………………….…………………………. 164 3.1.4. LA DISCIPLINA EN LA PREADOLESCENCIA Y ADOLESCENCIA (12-16 AÑOS)….……………………………… 166 3.2. EL ROL DE PROFESOR EN LA EDUCACIÓN EMOCIONAL ……………………………………………………………………………………….. 170 CAPÍTULO IV. LA NEUTROSOFÍA Y LA PSICOLOGÍA EDUCATIVA………………..………………………….…………….………… 183 4.1. BREVE INTRODUCCIÓN A LA NEUTROSOFÍA…………… 183 4.3.1. LA ESCALA DE LIKERT NEUTROSÓFICA…………………. 185 4.3.2. APLICACIÓN DE LA PSICOLOGÍA NEUTROSÓFICA…. 188 BIBLIOGRAFÍA…………………………………………………………………195 PREFACIO La psicología educativa es un campo especial que se dedica a aplicar el conocimiento sobre muchas disciplinas diferentes dentro del amplio proceso educativo. En términos más generales, se puede encontrar temas en esta área que caen en las categorías de aprendizaje y desarrollo humano (a lo largo de la vida útil), motivación, medición y estadística, currículo y enseñanza. Más específicamente, el psicólogo educativo estudia temas tales como la relación entre la pobreza y el rendimiento en las escuelas, el aprendizaje permanente, los métodos cuantitativos y la edad adulta emergente. La psicología educativa es realmente un campo de estudio diverso y fascinante. La importancia de todos estos temas no se limita al aula de la universidad o al circuito de conferencias académicas. Más bien, la capacidad de comprender temas complejos como los valores, la intervención temprana, la inclusión, la diversidad cultural y el papel del atletismo en las escuelas (por mencionar solo algunos ejemplos) conlleva implicaciones significativas para las decisiones de política pública. Décadas atrás menos programas de certificación pedagógica requerían cursos de psicología educativa, relativamente pocos psicólogos participaban en iniciativas de reforma educativa, y la psicología educativa tendía a ser un campo marginado tanto en las escuelas de educación como en los departamentos de psicología. Nadie hubiera esperado entonces que solo hace relativamente poco tiempo, las cuestiones relacionadas con la educación se volverían tan centrales para varios subcampos de la psicología y disciplinas relacionadas. De hecho, últimamente una serie de cambios han puesto las cuestiones educativas de nuevo en el camino de la investigación básica. Y aunque los programas institucionales dentro de muchas universidades pueden no haber favorecido necesariamente este nuevo desarrollo, una parte sustancial de la investigación educativa reciente se ha tratado de lo que podemos considerar cuestiones científicas fundamentales, como el debate naturaleza-nutrición, la naturaleza de la racionalidad humana y la inteligencia, y el papel de la cultura en el desarrollo humano, entre muchos otros. El movimiento autopropulsado de la investigación ha desencadenado algunos de estos cambios; otros han sido desencadenados por transformaciones originadas fuera de la ciencia. Así, los nuevos descubrimientos en genética y ciencias biológicas están aumentando nuestra comprensión de la relación PSICOLOGÍA EDUCATIVA entre nuestras disposiciones innatas y el proceso educativo. Contrariamente a lo que podríamos haber esperado, estos nuevos hallazgos desafían nuestra comprensión de los determinantes innatos del aprendizaje como algo estático y fijo. Por otro lado, muchos avances en la psicología del desarrollo enriquecen nuestra comprensión de las consecuencias psicológicas de la escolarización; también están transformando nuestra concepción del proceso de aprendizaje y particularmente de lo que entendemos por experiencia en enseñanza y aprendizaje. Estrechamente conectados a estos avances hay nuevos desarrollos tanto en las diferencias individuales como en la investigación cognitiva, que han hecho importantes contribuciones a nuestra comprensión de la naturaleza dependiente del contexto, dinámica y multifacética de las habilidades humanas. Al mismo tiempo, los hallazgos de la investigación educativa se han convertido cada vez más en un problema público. Las diversas iniciativas de rendición de cuentas educativas han desempeñado un papel central, que hoy, para bien o para mal, florecen en todo el mundo. El campo de la psicología educativa tiene sus raíces en algunas de las principales figuras de la psicología en el cambio del siglo pasado. William James de la Universidad de Harvard a menudo se asocia con la fundación de la psicología en los Estados Unidos con sus libros influyentes de finales del siglo XIX. Otros teóricos y pensadores importantes que figuran en la historia temprana del campo de la psicología educativa incluyen a G. Stanley Hall, John Dewey y Edward L. Thorndike. Hall, cofundador de la Asociación Americana de Psicología y su primer presidente, fue estudiante de James. Dewey en la Universidad de Chicago fue uno de los estudiantes de Hall e introdujo importantes reformas educativas en los Estados Unidos. Thorndike, a quien a menudo asociamos con teorías de inteligencia y aprendizaje, también fue uno de los estudiantes de James y comenzó el Journal of Educational Psychology en 1910. Del mismo modo, el impacto de Lewis Terman en el campo de la psicología educativa y la evaluación de la inteligencia (así como áreas relacionadas, como el seguimiento educativo) fue monumental en ese momento y durante gran parte del siglo XX. Otras influencias en la psicología educativa, y su impacto en el campo de la educación, se han relacionado con los filósofos europeos de mediados y finales del siglo XIX. Por ejemplo, el impacto de Herbart en las reformas educativas y la preparación del maestro en los Estados Unidos ha sido descrito por Hilgard en su 2 PSICOLOGÍA EDUCATIVA historia de la psicología educativa. En gran parte ignorado por los psicólogos occidentales hasta la década de 1980, el trabajo de los psicólogos rusos a principios del siglo XX, en particular el trabajo de Lev Vygotsky también contribuyó al campo de la psicología educativa. El trabajo y la influencia de Vygotsky impregnan la investigación en psicología educativa en los Estados Unidos a fines del siglo XX y en el siglo XXI. Gran parte de la investigación en psicología educativa se ha llevado a cabo en entornos de aula. Esta investigación abarca una amplia gama de temas relacionados, que incluyen el aprendizaje y las habilidades de los niños, los procesos en el aula y la efectividad del maestro. La psicología educativa se ha descrito como una disciplina centrada únicamente en el estudio sistemático del individuo en contexto. El enfoque a largo plazo en el estudio de los niños en situaciones escolares ayuda en la traducción directa de la investigación a la práctica. Desde una perspectiva pedagógica, la psicología educativa difiere de la mayoría de los campos de la psicología en que se encuentra con mayor frecuencia como un departamento separado en universidades y colegios. Hasta cierto punto, esto refleja la diversidad de la investigación y los dominios académicos dentro de la psicología educativa, así como la naturaleza rica y aplicada de este campo de estudio. Los departamentos de psicología educativa se encuentran con mayor frecuencia en las universidades de educación, y los cursos de psicología educativa generalmente se requieren para los estudiantes en programas de formación docente y especialidades relacionadas. La psicología educativa contemporánea abarca una amplia y compleja gama de temas, investigación y políticas sociales. Esta suele estar diseñada para proporcionar información sobre problemas educativos auténticos, utiliza juicios empíricos en lugar de normativos o subjetivos. El campo de la psicología educativa, posiblemente más que cualquier otro, ha sido moldeado por muchos factores multidisciplinarios.
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