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educational psychology - Coggle Diagram

- - - - However, if it is a science, teaching requires knowledge and skills that of course can be learned. The rules that describe the effects of teachers' actions can be memorized and applied in the classroom. If we take the scientific explanation to the extreme, teaching is merely the selection and application of the appropriate formulas for each situation that is presented in the living room.
  - - - Educational psychology is primarily concerned with understanding the teaching and learning processes and developing ways to improve these processes.
  - - - For a long time it seemed as if there was a barely surmountable contradiction between psychology and education, which was often expressed through the teacher's reproach that psychological knowledge did not adjust to the complexity of educational and teaching events, while Psychology pointed out the lack of a psychological foundation for pedagogical work, in recent times the impression of contradictions has been gaining ground little by little, and that there is a growing desire to establish a fruitful dialogue, the need for empirical research of the facts, raised by the pedagogues, is characteristic of a situation in the process of transformation.
  - - - There are four components to a prescriptive learning theory. These are:
        description of the state of knowledge to acquire
        description of the initial state with which the student begins
        specification of the investigations that can help the student to go from his initial state to the desired state
        evaluation of specific and generalized learning outcomes.
- - - - Human development can be divided according to several aspects. Physical development, as you would suppose, refers to changes in the body. Personal development is the term used to refer to changes in an individual's personality, social development refers to changes in the way an individual relates to others, and cognitive development to changes in thought.
- - - - Psychologists who study motivation have generally focused on three questions
        What is originally the cause of a person to indicate an action?
        What causes a person to go towards a particular goal?
        Why does a person persevere in his attempts to achieve that goal?
  - - - Behaviorists assume that we have basic physiological needs that motivate us, such as hunger, thirst, sex, and others. When these needs are met, certain acts and experiences are associated with primary reinforcers, probably through classical knowledge inasmuch as such associated acts are They become secondary reinforcers, for example, the effect is associated with food as we are fed and raised by our parents, reinforcing is something that you will work to achieve, therefore, according to the behavioral approach, we are motivated to Act as we do to earn primary and secondary reinforcers and avoid punishment
  - - - One of the central assumptions in cognitive approaches to motivation is that people not only respond to external situations or physical conditions such as hunger, they also respond to their perceptions of these situations, perhaps they have had the experience of being so interested or abstracted in a project that he forgot to eat, he did not even realize he was hungry until he saw the time, in contrast to the behavioral approach, the congnocitivist point of view accentuates the intrinsic sources of motivation, such as curiosity, interest in homework itself, the satisfaction of learning and a feeling of triumph.
  - - - Humanistic psychology emphasizes personal freedom, choice, self-determination and the effort for personal development, this means, of course, that like the cognitive approach, humanistic points of view give importance to intrinsic motivation
- - - - The learning process occurs through three phases:
        Assimilation: it has the function of giving meaning to the data perceived from the knowledge already acquired.
        • Accommodation: in this phase it is the mental schemes that are restructured, and undergo a change due to the influence of the new information received.
        • Balance: it is the balance that is generated when the data and the mental structures correspond. This implies that the mental processes can give meaning to the data and at the same time they adjust to the new cognitive organization. For this reason there will always be an opportunity to acquire a new structure that can explain new information, new learning when there is an imbalance; insofar as it is then that a state of equilibrium is reached