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Test Bank For Educational Psychology 14th Edition (Global Edition) By Anita Woolfolk, All Chapters 1-15 ||Complete A+ Guide
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CSP4801 Assignment 6 (COMPLETE ANSWERS) 2023
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Samenvatting Educational Psychology (Woolfolk). Hoofdstukken 1 t/m 12.
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Ontwikkelings- en onderwijspsychologieBoek: Educational Psychology (14th ed.) – Woolfolk
Lesstof: 1 tm 12 (jaartallen en amerikaanse onderwijssysteem hoeft niet)
Tentamen: 11 januari 2022
Hertentamen: 29 maart 2022
Docent: Janne Zwaneveld- oops.spo@outlook.com
College aantekeningen
• College 1
o Hoofdstuk 1
o Hoofdstuk 2
• College 2
o Hoofdstuk 3
o Hoofdstuk 4
• College 3
o Hoofdstuk 5
o Hoofdstuk 6
• College 4
o Hoofdstuk 7
o Hoofdstuk 8
• College 5
o Hoofdstuk 9
o Hoofdstuk 10
• College 6
o Hoofdstuk 11
o Hoofdstuk 12
,Inhoudsopgave
College 1 ......................................................................................................................................................... 4
Hoofdstuk 1 Learning Teaching and Educational Psychology............................................................................. 4
Onderwijspsychologie .................................................................................................................................... 4
Onderzoeksdesigns ........................................................................................................................................ 5
Hoofdstuk 2 Cognitive Development .................................................................................................................. 9
Drie visies op ontwikkeling ............................................................................................................................ 9
Ontwikkeling van de hersenen ...................................................................................................................... 9
Jean Piaget’s theorie over cognitieve ontwikkeling ..................................................................................... 11
Lev Vygotsky’s socioculturele perspectief op ontwikkeling ......................................................................... 14
College 2 ....................................................................................................................................................... 16
Hoofdstuk 3 The self, social and moral development ....................................................................................... 16
Bio- ecologischmodel- Bronfenbrenner ....................................................................................................... 16
Psychosociale ontwikkeling van Erikson ...................................................................................................... 19
Morele ontwikkeling .................................................................................................................................... 21
Hoofdstuk 4: Learner differences and learning needs ...................................................................................... 23
Intelligentie .................................................................................................................................................. 23
Leerstijlen .................................................................................................................................................... 27
Leerproblemen en leerstoornissen .............................................................................................................. 28
College 3 ....................................................................................................................................................... 31
Hoofdstuk 5: Language development, language diversity and immigrant education ...................................... 31
Taalontwikkeling .......................................................................................................................................... 31
Tweetaligheid .............................................................................................................................................. 34
Hoofdstuk 6: Culture and diversity ................................................................................................................... 37
Cultuur ......................................................................................................................................................... 37
Economische en sociale verschillen ............................................................................................................. 37
Etniciteit, ras, vooroordelen, discriminatie en stereotypering .................................................................... 38
Gender en seksuele oriëntatie ..................................................................................................................... 39
Cultuur relevante pedagogiek ..................................................................................................................... 41
De weerbare klas ......................................................................................................................................... 41
College 4 ....................................................................................................................................................... 42
Hoofdstuk 7 behavioral views of learning ........................................................................................................ 42
Gedragsmatig perspectief ............................................................................................................................ 42
Conditionering ............................................................................................................................................. 42
Gedrag bekrachtigen of onderdrukken........................................................................................................ 43
Toepassen gedragsmatige leerprincipes...................................................................................................... 45
Sociale leertheorie- Bandura ....................................................................................................................... 45
Hoofdstuk 8: Cognitieve views of learning........................................................................................................ 46
Gedrag versus cognitie ................................................................................................................................ 46
Hersenen en leren ....................................................................................................................................... 46
Belang van kennis ........................................................................................................................................ 46
Geheugen..................................................................................................................................................... 47
College 5 ....................................................................................................................................................... 53
Hoofdstuk 9: Complex Cognitive Processes ...................................................................................................... 53
Metacognitie ................................................................................................................................................ 53
Leerstrategieën ............................................................................................................................................ 53
Probleemoplossende vaardigheden ............................................................................................................ 54
, Creativiteit ................................................................................................................................................... 57
Transfer ........................................................................................................................................................ 59
Hoofdstuk 10: constructivism and designing learning environments ............................................................... 60
Leerwetenschap ........................................................................................................................................... 60
Constructivisme ........................................................................................................................................... 60
Kennisconstructie ........................................................................................................................................ 61
Constructivistische leeromgevingen ............................................................................................................ 62
Digitale leeromgeving .................................................................................................................................. 64
College 6 ....................................................................................................................................................... 65
Hoofdstuk 11: Sociaal cognitive views of learning and motivation .................................................................. 65
Social cognitive theory van Bandura............................................................................................................ 65
Hoofdstuk 12: Motivation in learning and teaching ......................................................................................... 69
Motivatie ..................................................................................................................................................... 69
Behoeften- maslow ...................................................................................................................................... 70
Zelf- determinatie theorie- Deci en Ryan..................................................................................................... 70
Doelen.......................................................................................................................................................... 70
Epistemologische geloof .............................................................................................................................. 71
Attributie theorie ......................................................................................................................................... 72
Vaardigheden en eigenwaarde .................................................................................................................... 72
Emoties en leren .......................................................................................................................................... 73
Interesse en nieuwsgierigheid. .................................................................................................................... 74
, College 1
Hoofdstuk 1 Learning Teaching and Educational Psychology
Onderwijspsychologie & onderzoeksdesigns
Onderwijspsychologie
• Onderzoek naar leren en lesgeven
• Verbeteren van onderwijsbeleid en onderwijspraktijk
• Focus van onderzoek is veranderd gedurende de jaren
o Jaren 40/50 meer focus op individuele verschillen, testen en leergedrag
o Jaren 60/70 meer focus op cognitieve ontwikkeling en leren
o Recent: invloed van culturele en sociale factoren op leren en ontwikkelen
Wat maakt een persoon een goede leerkracht
• Teachers’ sense of efficacy (zelf- effectiviteit)
o Hoge mate van efficacy: werken harder, zijn tevreden, minder burnout
o De mate van efficacy is hoger als er op de scholen ook hogere verwachtingen
worden gesteld aan studenten en leerkrachten.
o De mate van self- efficacy is hoger als de leerkrachten zich gesteund voelen
door het management
• Kwaliteit van de relatie met de leerling
o Sensitiviteit voor de behoeften van de leerling
o Frequente en consistente feedback
§ Fijn om te weten waar de verwachting ligt
o Reflectief vermogen
o Aanpassen instructie en toetsing
‘Or is it just common sense?’
Stel: je bent docent en je leerlingen zijn zelfstandig aan het werk. Op welk moment ga je als
leerkracht een lager presterende leerling hulp aanbieden? “Uit onderzoek blijkt dat je moet
wachten tot de leerling zelf met vragen komt. Als je voortijdig naar de leerling gaat, kan de
leerling denken dat jij als leerkracht verwacht dat je de leerling niet in staat acht”
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