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Psychology of the education, Deysi Yarisel Ojo Valdés 6-713-1044 - Coggle…
Psychology of the education
Introduction to Educational Psychology
Specific objectives
• That the Participant acquires a general conception of educational psychology.
Takes care of
Understand the teaching and learning processes
Develop ways to improve these processes.
• That the Participant analyze teaching as art and science.
Discussing whether teaching is an art or a science has been one of educators' favorite sports for years.
Rules that describe the effects of teachers' actions can be memorized and applied in the classroom.
•That the Participant understands the concept of educational psychology and its current role.
• That the Participant identify the characteristics of educational psychology.
For a long time it seemed as if there was a barely surmountable contradiction between psychology and education, which was often expressed through reproach, on the part of the teacher, that psychological knowledge did not adjust to the complexity of educational and teaching events. while psychology pointed out the lack of psychological foundation of pedagogical work
• That the Participant identify the components of the prescriptive approach of Educational Psychology.
Components
a. description of the state of knowledge to be acquired;
b. description of the initial state with which the student begins;
c. specification of interventions that can help the student move from their initial state to the desired state, and
d. evaluation of specific and generalized learning outcomes.
Human development
Specific objectives
• That the Participant understands the general definition of human development.
In its most general psychological sense, it refers to some changes that occur in men and women (or animals) from conception to death.
Aspects
Physical development
Personal development
Cognitive development
Social development
• That the Participant analyze the stages of personal, social and moral development.
Erikson it laid the foundation for understanding the needs of young people in relation to the society in which they grow up, learn and in which they subsequently contribute.
• That the Participant understands the role of individual differences.
Intimacy, in this sense, refers to the desire to relate deeply to another person; to have a relationship that is based on more than mutual need.
• That the Participant understands certain important concepts related to human development.
Development is due to growth and maturation.
The Motivation and Direction of the Classroom
Specific objectives
• That the Participant understands the concept of motivation.
• Have the Participant analyze the behavioral approach to motivation.
• That the Participant analyze the cognitive approach to motivation.
• That the Participant analyze the humanistic approaches to motivation.
Operational Pedagogy
Specific objective
• That the Participant analyze the principles ofJean Piaget.
Principles of Jean Piaget
Learning is achieved through the construction of knowledge. There are basic mental structures for all human beings on which knowledge rests in its entirety.
Learning process
Assimilation
Accommodation
Balance
• That the Participant analyze the principles of Ausubell.
Principles of Ausubell
Learning results from a process of receiving information. The type of reasoning used is deductive.
The teacher prepares previous organizers that he presents through the expository method to the students
The students after this apply the knowledge in problem solving or recognize it in the examples (they operate deductively).
• Have the Participant analyze the Learning to Learn Theory.
Theory of Paulo Freire
Education as a Practice of Freedom
• That the Participant analyze the principles of the instruction.
Principles of instruction
The structuring principle
The sequencing principle
The principle of reinforcement
The principle of motivation
Deysi Yarisel Ojo Valdés
6-713-1044