Een uitgebreide overzichtelijke samenvatting over bijna alle hoofdstukken uit het boek 'Educational Psychology' van John W. Santrock, 6th Edition. De samenvatting heeft een vaste opbouw, wat veel structuur biedt en daardoor makkelijk te volgen is. Bevat alle highlights van het boek.
A comprehensiv...
Samenvatting
Inhoudsopgave
CHAPTER 1 – EDUCATIONAL PSYCHOLOGY: A TOOL FOR EFFECTIVE TEACHING ...................................................... 4
1 EXPLORING EDUCATIONAL PSYCHOLOGY ................................................................................................................. 4
2 EFFECTIVE TEACHING........................................................................................................................................... 4
Professional knowledge and skills ...................................................................................................................... 4
Commitment, motivation and caring ................................................................................................................. 5
3 RESEARCH IN EDUCATIONAL PSYCHOLOGY ............................................................................................................... 5
Research methods .............................................................................................................................................. 5
Program Evaluation Research, Action Research and The Teacher-as-Researcher ............................................ 6
Quantitative and Qualitative Research .............................................................................................................. 6
CHAPTER 2 – COGNITIVE AND LANGUAGE DEVELOPMENT ....................................................................................... 7
1 AN OVERVIEW OF CHILD DEVELOPMENT ................................................................................................................. 7
Developmental Issues ......................................................................................................................................... 8
Development and Education .............................................................................................................................. 8
2 COGNITIVE DEVELOPMENT ................................................................................................................................... 8
The Brain ............................................................................................................................................................. 8
Piaget’s Theory ................................................................................................................................................... 9
Vygotsky’s Theory ............................................................................................................................................. 10
3 LANGUAGE DEVELOPMENT ................................................................................................................................. 11
How Language Develops .................................................................................................................................. 11
CHAPTER 3 – SOCIAL CONTEXTS AND SOCIOEMOTIONAL DEVELOPMENT ............................................................. 13
1 CONTEMPORARY THEORIES ................................................................................................................................ 13
Bronfenbrenner’s Ecological Theory ................................................................................................................. 13
Erikson’s Life-Span Development Theory ......................................................................................................... 13
2 SOCIAL CONTEXTS OF DEVELOPMENT ................................................................................................................... 14
Families ............................................................................................................................................................. 14
Peers.................................................................................................................................................................. 15
3 SOCIOEMOTIONAL DEVELOPMENT ....................................................................................................................... 15
The self and identity.......................................................................................................................................... 15
Moral development .......................................................................................................................................... 16
Emotional Development ................................................................................................................................... 17
CHAPTER 4 – INDIVIDUAL VARIATIONS ..................................................................................................................... 18
1 INTELLIGENCE ................................................................................................................................................... 18
What is intelligence?......................................................................................................................................... 18
Intelligence tests ............................................................................................................................................... 18
Theories of multiple intelligences ..................................................................................................................... 19
The neuroscience of intelligence ...................................................................................................................... 20
Controversies and issues in intelligence ........................................................................................................... 20
2 LEARNING AND THINKING STYLES ......................................................................................................................... 20
Impulsive/Reflective styles ................................................................................................................................ 20
Deep/surface styles........................................................................................................................................... 21
Optimistic/pessimistic styles ............................................................................................................................. 21
Criticisms of learning and thinking styles ......................................................................................................... 21
3 PERSONALITY AND TEMPERAMENT ....................................................................................................................... 21
Personality ........................................................................................................................................................ 21
Temperament ................................................................................................................................................... 22
CHAPTER 5 – SOCIOCULTURAL DIVERSITY ................................................................................................................ 23
3 GENDER .......................................................................................................................................................... 23
, Exploring Gender Views .................................................................................................................................... 23
Gender stereotyping, similarities, and differences........................................................................................... 23
Gender controversy........................................................................................................................................... 24
Gender-role classification ................................................................................................................................. 24
Gender in context.............................................................................................................................................. 24
Eliminating gender bias .................................................................................................................................... 24
CHAPTER 6 – LEARNERS WHO ARE EXCEPTIONAL .................................................................................................... 26
1 CHILDREN WITH DISABILITIES .............................................................................................................................. 26
Learning Disabilities .......................................................................................................................................... 26
Attention Deficit Hyperactivity Disorder........................................................................................................... 27
Intellectual Disability ........................................................................................................................................ 28
Physical Disorders ............................................................................................................................................. 28
Sensory Disorders.............................................................................................................................................. 29
Speech and Language Disorders....................................................................................................................... 29
Autism Spectrum Disorders .............................................................................................................................. 29
Emotional and Behavioral Disorders ................................................................................................................ 30
2 EDUCATIONAL ISSUES INVOLVING CHILDREN WITH DISABILITIES ................................................................................ 30
Legal Aspects .................................................................................................................................................... 30
Technology ........................................................................................................................................................ 31
3 CHILDREN WHO ARE GIFTED .............................................................................................................................. 31
Characteristics .................................................................................................................................................. 31
Nature/Nurture and Domain-Specific Giftedness ............................................................................................ 32
Educating Children Who Are Gifted.................................................................................................................. 32
CHAPTER 7 – BEHAVIORAL AND SOCIAL COGNITIVE APPROACHES ......................................................................... 33
1 WHAT IS LEARNING? ......................................................................................................................................... 33
Approaches to learning..................................................................................................................................... 33
2 BEHAVIORAL APPROACHES TO LEARNING .............................................................................................................. 33
Classical conditioning ....................................................................................................................................... 33
Operant conditioning ........................................................................................................................................ 34
3 APPLIED BEHAVIOR ANALYSIS IN EDUCATION ......................................................................................................... 34
Increasing desirable behaviors ......................................................................................................................... 35
Decreasing undesirable behaviors .................................................................................................................... 36
Evaluating operant conditioning and applied behavior analysis ..................................................................... 36
4 SOCIAL COGNITIVE APPROACHES TO LEARNING ...................................................................................................... 36
Bandura’s Social Cognitive Theory ................................................................................................................... 36
Observational Learning..................................................................................................................................... 37
Cognitive-Behavioral Approaches and Self-Regulation .................................................................................... 37
Evaluating the Social Cognitive Approaches .................................................................................................... 37
CHAPTER 8 – THE INFORMATION-PROCESSING APPROACH .................................................................................... 38
1 THE NATURE OF THE INFORMATION-PROCESSING APPROACH ................................................................................... 38
2 ATTENTION ...................................................................................................................................................... 38
1. Selective attention .................................................................................................................................. 38
2. Divided attention .................................................................................................................................... 38
3. Sustained attention ................................................................................................................................. 38
4. Executive attention ................................................................................................................................. 38
3 MEMORY ........................................................................................................................................................ 39
Encoding............................................................................................................................................................ 39
Storage .............................................................................................................................................................. 39
Retrieval and forgetting.................................................................................................................................... 41
4 EXPERTISE ....................................................................................................................................................... 41
5 METACOGNITION .............................................................................................................................................. 42
Developmental changes ................................................................................................................................... 42
CHAPTER 9 – COMPLEX COGNITIVE PROCESSES ...................................................................................................... 44
, 1 CONCEPTUAL UNDERSTANDING ........................................................................................................................... 44
2 THINKING ........................................................................................................................................................ 44
3 PROBLEM SOLVING ........................................................................................................................................... 46
4 TRANSFER........................................................................................................................................................ 47
CHAPTER 10 – SOCIAL CONSTRUCTIVIST APPROACHES ........................................................................................... 49
1 SOCIAL CONSTRUCTIVIST APPROACHES TO TEACHING .............................................................................................. 49
2 TEACHERS AND PEERS AS JOINT CONTRIBUTORS TO STUDENTS’ LEARNING .................................................................. 49
1. Scaffolding............................................................................................................................................... 49
2. Cognitive apprenticeship ........................................................................................................................ 49
3. Tutoring ................................................................................................................................................... 50
4. Cooperative learning ............................................................................................................................... 50
3 STRUCTURING SMALL-GROUP WORK ................................................................................................................... 51
Composing the group ....................................................................................................................................... 51
Structuring small-group interaction ................................................................................................................. 51
CHAPTER 12 – PLANNING, INSTRUCTION AND TECHNOLOGY ................................................................................. 52
1 PLANNING ....................................................................................................................................................... 52
Instructional planning ....................................................................................................................................... 52
Time frames and planning ................................................................................................................................ 52
2 TEACHER-CENTERED LESSON PLANNING AND INSTRUCTION ..................................................................................... 52
Teacher-centered lesson planning and instruction .......................................................................................... 52
Direct instruction .............................................................................................................................................. 54
Teacher-centered instructional strategies ....................................................................................................... 54
3 LEARNER-CENTERED LESSON PLANNING AND INSTRUCTION...................................................................................... 56
Some learner-centered instructional strategies ............................................................................................... 56
Evaluating learner-centered strategies ............................................................................................................ 57
4 TECHNOLOGY AND EDUCATION ........................................................................................................................... 57
CHAPTER 13 – MOTIVATION, TEACHING AND LEARNING ........................................................................................ 59
1 EXPLORING MOTIVATION .................................................................................................................................... 59
- Behavioral perspective ............................................................................................................................ 59
- Humanistic Perspective ........................................................................................................................... 59
- Cognitive Perspective .............................................................................................................................. 59
- Social perspective .................................................................................................................................... 59
2 ACHIEVEMENT PROCESS ..................................................................................................................................... 60
1. Attribution ............................................................................................................................................... 60
2. Mastery motivation and mindset ........................................................................................................... 61
3. Self-efficacy ............................................................................................................................................. 61
4. Goal setting, planning, and self-monitoring ........................................................................................... 61
5. Expectations ............................................................................................................................................ 61
6. Delay of gratification .............................................................................................................................. 62
7. Purposeful thinking ................................................................................................................................. 62
3 MOTIVATION, RELATIONSHIPS, AND SOCIOCULTURAL CONTEXTS ............................................................................... 62
Social motives ................................................................................................................................................... 62
Social relationships ........................................................................................................................................... 62
Sociocultural contexts ....................................................................................................................................... 63
4 EXPLORING ACHIEVEMENT DIFFICULTIES ............................................................................................................... 63
,Chapter 1 – Educational Psychology: A tool for Effective Teaching
1 Exploring Educational Psychology
Three pioneers in early history of educational psychology:
1. William James (1842-1910)
- Talks to teachers à discussed applications of psychology to educating children.
- Laboratory psychology often can’t tell us how to teach children effectively.
- Observing teaching and learning important for improving education.
- Start lessons at a point just beyond child’s level of knowledge and understanding
to stretch their mind.
2. John Dewey (1859-1952)
- Established first major educational psychology laboratory in de US.
- View the child as an active learner. They learn best by doing.
- Education should focus on the whole child and emphasize the child’s adaptation to
the environment. Not only the focus on academic topics, but also things outside
school. They have to become reflective problem solvers.
- All children deserve to have a competent education.
3. E.L. Thorndike (1874-1949)
- Focused on assessment and measurement
- Promoted the scientific underpinnings of learning
- Most important taste of schooling: to hone children’s reasoning skills
- Educational psychology must have a scientific base and should focus strongly on
measurement
The Behavioral Approach à Skinner
- Thorndike
- Mental processes were not observable and could not be appropriate subject
matter for a scientific study of psychology (science of observable behavior and its
controlling conditions)
- Programmed learning: reinforcing the student after each of a series of steps until
the student reached a learning goal.
Cognitive Revolution à Benjamin Bloom
- James and Dewey
- Taxonomy of Bloom
2 Effective Teaching
Professional knowledge and skills
1. Subject-Matter Competence
- Knowledge of the subject
2. Instructional Strategies
- Constructivists Approach: a learner-centered approach that emphasizes the
importance of individuals actively constructing their knowledge and understanding
with guidance from the teacher (James and Dewey). Children should be
encouraged to explore their world, discover knowledge, reflect and think critically
with careful monitoring and meaningful guidance from the teacher.
, - Direct Instruction Approach: a structured, teacher-centered approach that’s
characterized by teacher direction and control, high teacher expectations for
student’s progress, maximum time spent by students on academic tasks and
efforts by the teacher to keep negative affect to a minimum.
3. Thinking Skills
- Critical thinking skills
- Open-minded and curious
4. Goal Setting and Instructional Planning
- Spending considerable time in instructional planning, organizing their lessons to
maximize students’ learning.
5. Developmentally Appropriate Teaching Practices
- Good understanding of children’s development and know how to create
instructional materials appropriate for their developmental levels.
6. Classroom Management Skills
- Effective teachers establish and maintain an environment in which learning can
occur.
7. Motivational Skills
- Effective teachers have good strategies for helping students become self-
motivated and take responsibility for their learning.
8. Communication Skills
- Skills in speaking, listening, overcoming barriers to verbal communication, turning
in to students’ nonverbal communication and constructively resolving conflicts.
9. Paying More Than Lip Service to Individual Variations
- Differentiated instruction
10. Working Effectively with Students from Culturally Diverse Backgrounds
- Effective teachers encourage students to have positive personal contact with
diverse students and think of ways to create such settings.
11. Assessment Knowledge and Skills
- You will need to decide what types of assessment you want to use to document
you students’ performance after instruction.
12. Technological Skills
- Technology alone does not necessarily improve students’ ability to learn, but it can
support learning.
Commitment, motivation and caring
Effective teachers have confidence in their own self-efficacy, refuse to let negative emotions
diminish their motivation and bring a positive attitude and enthusiasm to the classroom.
These qualities are contagious and help make the classroom a place where students want to
be.
3 Research in educational psychology
Research methods
1. Descriptive Research
- Observing and recording behavior
o Laboratory
o Naturalistic observation – observing children for example
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