English summary of the book 'Educational Psychology' by John W. Santrock (6th edition). The summary contains all the chapters that are part of the first partial exam and are arranged in order of how the chapters were discussed per week; chapter 1, 7, 2, 3, 8, 4, 5, 6 and 9.
Educational Psychology - John W. Santrock - 6th edition (Chapter 1-4, 5.3, 6-10 & 12-13)
Summary Educational Psychology Chapter 8
Summary Educational Psychology Chapter 7
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Educational Psychology
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Samenvatning Educationna� Psychion�ioningy
Chapter 1 - Educationna� Psychion�ioningy: a tionion� fionr efectve teachining
1. Exp�ionrining educationna� psychion�ioningy
Psychology: scientic s sdy of behavior and men al processes.
Educationna� psychion�ioningy: branch of psychology ha specializes in snders anding eaching and
learning in edscatonal setngs.
Historical background
Fosnders:
William James: emphasized he impor ance of observing eaching and learning in classrooms
for improving edscaton. One of his recommendatonss s ar lessons a a poin jss beyond
he child’s level of knowledge and snders anding.
John Dewey: impor an ideass 1) he view of he child as an actve learner, 2) edscaton
shosld focss on he whole child and emphasize he child’s adap aton o he environmen
(children shosld learn how o be refectve problem solvers), 3) all children deserve o have a
compe en edscaton.
E. L. Thorndike: one of schooling’s mos impor an asks is o hone children’s reasoning skills.
He promo ed he idea ha edscatonal psychology mss have a scientic base and shosld
focss s rongly on meassremen .
George Sanchez: showed in elligence es s were csl srally biased agains e hnic minori y children.
Le a Hollingwor h: irs o sse he erm ‘gifed’ o describe children who atained exceptonally high
scores on in elligence es s.
The behavioral approach
The behavioral approach (Skinner) was based on Thorndike’s ideas. I involved atemp s o precisely
de ermine he bes conditons for learning. He argsed ha he men al processes proposed by for
example James and Dewey were no observable and herefore cosld no he appropria e ssbjec
mater for a scientic s sdy of psychology, which he deined as he science of observable behavior
and i s con rolling conditons. Programmed learning: reinforcing he s sden afer each of a series of
s eps sntl he s sden reached a learning goal.
The cognitve revoluton
In reacton o he behavioral approach, Benjamin Bloom crea ed a axonomy of cognitve skills ha
inclsded remembering, comprehending, syn hesizing, and evalsatng, which he ssgges ed eachers
shosld help s sden s develop and sse. The 1980s became an era of en hssiasm for cognitve
psychology (memory, hinking, reasoning e c.). So psychologis s ac sally srned back o he view of
James and Dewey. Bo h cognitve and behavioral approaches contnse o be a par of edscatonal
psychology oday.
Teaching: art and science
Science and ar of skillfsl, experienced practce play impor an roles in a eacher’s ssccess. The ield
draws msch of i s knowledge from broader heory and research, as well as more direc heory and
research. Teaching is bo h based on research knowledge and of making jsdgemen s based on
personal skills and experiences.
2. Efectve teachining
Key ingredien s for fexible eaching: 1) professional knowledge and skills, 2) commi men ,
motvaton, and caring.
,Professional knowledge and skills
Effectve eaching:
- Ssbjec -mater compe ences having a hosghtsl, fexible, concep sal snders anding of
ssbjec mater is indispensable for being an effectve eacher.
- Ins rsctonal s ra egies:
1. Cionnstructvist apprionach (James & Dewey)s individsals as actvely cons rsctng heir
knowledge and snders anding wi h gsidance from he eacher. Teachers have o
encosrage children o explore heir world, discover knowledge, refec , and hink
critcally wi h carefsl moni oring and meaningfsl gsidance from he eacher. Today
cons rsctvism may inclsde an emphasis on collaboraton.
2. Direct instructionn apprionach (Thorndike)s a s rsc sred, eacher-cen ered approach,
charac erized by eacher directon and con rol, higher eacher expec atons for s sden ’s
progress, maximsm tme spen by s sden s on academic asks, and effor s by he eacher
o keep negatve affec o a minimsm. Impor an goal: maximizing s sden learning tme.
Many effectve eachers sse bo h approaches.
- Thinking skills: effectve eachers model and commsnica e good hinking skills, like critca�
thinkining ( hinking refectvely and prodsctvely and evalsatng evidence).
- Goal setng and ins rsctonal planning: setng high goals for heir eaching and organize
plans for reaching hose goals, and also developing cri eria for ssccess. Effectve eachers
refec and hink abos how hey can make learning bo h challenging and in erestng.
- Developmen ally appropria e eaching practces: having a good snders anding of children’s
developmen and knowing how o crea e ins rsctonal ma erials appropria e for heir
developmen al levels.
- Classroom managemen skills: neededs a reper oire of s ra egies for es ablishing rsles and
procedsres, organizing grosps, moni oring and pacing classroom actvites, and handling
misbehavior.
- Motvatonal skills: bes accomplished by providing real-world learning oppor snites of
optmal diffcsl y and novel y. Essental o es ablish high expec atons for s sden ’s
achievemen .
- Commsnicaton skills: con ainss 1) alking ‘wi h’ ra her han ‘ o’ s sden s, paren s, and
o hers, 2) keep critcism a a minimsm, 3) have an assertve commsnicaton s yle.
- Paying more han lip service o individsal variatons: diferentated instructionn involves
recognizing individsal variatons in s sden ’s knowledge, readiness, in eres s, and o her
charac eristcs, and aking hese in o accosn in planning csrricslsm and engaging in
ins rscton.
- Working effectvely wi h s sden s from csl srally diverse backgrosnds: con ainss 1) having
knowledge abos differen backgrosnds, 2) encosraging s sden s o have con ac wi h
diverse s sden s, 3) gsiding s sden s in hinking critcally abos csl sral and e hnic issses,
redsce bias, csltva e accep ance, and serve as csl sral media ors, 4) being a middle person
be ween he csl sre of he school and he csl sre of cer ain s sden s.
- Assessmen knowledge and skills: here are many aspec s o effectvely ssing assessmen in
he classroom, for examples ypes of assessmen o docsmen yosr s sden ’s performance
afer ins rscton. Teachers will also be involved wi h s a e-manda ed es s o assess s sden s’
achievemen and eachers’ knowledge and skills.
- Technological skills: s sden s benei from eachers who increase heir echnology
knowledge and in egra e comps ers appropria ely in o classroom learning.
Commitment, motvaton, and caring
Commi men and motvaton help ge effectve eachers hrosgh he osgh momen s of eaching.
Effectve eachers have conidence in heir own self-effcacy, refsse o le negatve emotons diminish
heir motvaton, and bring a positve at sde and en hssiasm in he classroom. Ssccess breed
ssccesss he beter eacher yos become, he more rewarding yosr work will be. And he more
,respec and ssccess yos achieve in he eyes of yosr s sden s, he beter yos will feel abos yosr
commi men o eaching.
3. Research in educationna� psychion�ioningy
Descriptve research
- Descriptve research has he psrpose of observing and recording behavior. Sys ematc
observaton reqsires knowing wha yos are looking for, condsctng observaton in an
snbiased manner, accsra ely recording and ca egorizing wha yos see, and effectvely
commsnicatng yosr observatons. Observatons can be done in a �abionrationry or natura�istc.
Partcipant ionbservationn occsrs when he observer is actvely involved as a partcipan in he
actvi y or setng.
- Good in erviews and ssrveys involve concre e, speciic, and snambigsoss qsestons and
some means of checking he as hentci y of he responden s’ replies. Limi atons giving
socially desirable answers.
- Standardized tests have sniform procedsres for adminis raton and scoring. They assess
s sden s’ apt sdes or skills in differen domains. Ressl s can be compared o hose of o her
s sden s a he same age or grade level. S andardized es s play an impor an role in he
issse of accosn abili y (holding eachers and s sden s responsible for s sden performance).
- Physiological meassress fMRI, hear ra e, levels of hormones, genetc and environmen al
infsences.
- A case study is an in-dep h look a an individsal.
- An ethnioningraphic study consis s of in-dep h descripton and in erpre aton of behavior in an
e hnic of csl sral grosp ha inclsdes direc involvemen wi h he partcipan s.
- Focss grosps involve in erviewing people in a grosp setng, in mos cases o ob ain
informaton abos a partcslar opic or issse (for example he valse of a prodsc , service or
program).
- Personal josrnals and diaries o docsmen qsant atve aspec s of heir actvites, or
qsali atve aspec s of heir lives.
Correlatonal research
In cionrre�ationna� research he goal is o describe he s reng h of he relatonship be ween 2 or more
even s or charac eristcs. The more s rongly 2 even s are correla ed, he more effectvely we can
predic from he o her. Correlaton by i self, however, does no eqsal cassaton.
Experimental research
Experimenta� research allows edscatonal psychologis s o de ermine he casses of behavior. An
experimen is a carefslly regsla ed procedsre in which one or more of he fac ors believed o
infsence he behavior being s sdied is manipsla ed and all o her fac ors are held cons an . Casse:
he even ha is being manipsla ed. Effec : he behavior ha changes becasse of he manipslaton.
I is he only me hod of es ablishing casse and effec . Independent variab�e: he manipsla ed,
infsental, experimen al fac or. Dependent variab�e: he fac or ha is meassred. Experimenta�
ingrionup: grosp whose experience is manipsla ed. Cionntrion� ingrionup: comparison grosp ha is rea ed in
every way like he experimen al grosp excep for he manipsla ed fac or. Randionm assiingnment
redsces he likelihood ha he experimen ’s ressl s will be dse o any preexistng differences
be ween he grosps.
Programs for more speciic research:
- Prioningram eva�uationn research is research designed o make decisions abos he effectveness
of a partcslar program. The ressl s are no in ended o be generalized o o her setngs, as i
is ofen direc ed a answering a qseston abos a speciic schoolssys em.
- Actionn research is ssed o solve a speciic classroom or school problem, improve eaching
and o her edscatonal s ra egies, or make a decision a a speciic locaton. Goals improve
edscatonal practces immedia ely in one or wo classrooms, a one school, or a several
schools. I is carried os by eachers and adminis ra ors.
, - The concep of teacher-as-researcher is he idea ha classroom eachers can condsc heir
own s sdies o improve heir eaching practces, which can be done wi h differen echniqses
(for example clinical in erview).
Quanttatve research sses nsmerical calcslatons o discover informaton abos a partcslar opic.
Qua�itatve research involves ob aining informaton ssing descriptve meassres. Mixed me hods are
also possible.
Chapter 7 - Behaviionra� and sioncia� cioningnitve apprionaches
1. What is �earnining?
Learnining can be deined as a relatvely permanen infsence on behavior, knowledge, and hinking
skills, which comes abos hrosgh experience. Some capacites are inborn or inna e, no learned.
Mos hsman behaviors, however, do no involve heredi y alone.
Approaches to learning
1. Behaviionrism is he view ha behavior shosld be explained by observable experiences, no by
men al processes. Menta� prioncesses are deined as he hosgh s, feelings, and motves ha
each of ss experiences bs ha canno be observed by o hers. Behavioris s say ha men al
processes are no needed o explain behavior. Classical and operan conditoning emphasize
assionciatve �earnininge which consis s of learning ha wo even s are connec edsassocia ed.
2. Fosr main cioningnitve approachess 1) sioncia� cioningnitve: how behavior, environmen and person
fac ors in erac o infsence learning, 2) infionrmationn-prioncessining: how children process
informaton hrosgh atenton, memory, hinking, and o her cognitve processes, 3) cioningnitve
cionnstructvist: he child’s cognitve cons rscton of knowledge and snders anding, 4) sioncia�
cionnstructvist: collaboraton wi h o hers o prodsce knowledge and snders anding.
2. Behaviionra� apprionaches tion �earnining
Classical conditoning Pavlov)
An organism learns o connec sassocia e stmsli.
* Unconditoned stmslss (UCS): as omatcally prodsces a response wi hos any prior learning.
(e en)
* Unconditoned response (UCR): snlearned response ha is as omatcally elici ed by he UCS.
(kwijlen)
* Conditoned stmslss (CS): previossly nes ral stmslss ha even sally elici s a conditoned
response afer being associa ed wi h he UCS. (bel)
* Conditoned response (CR): learned response o he conditoned stmslss ha occsrs afer UCS-CS
pairing. (kwijlen)
Classical conditoning can be involved in bo h positve and negatve experiences of children in he
classroom.
Genera�izationn involves he endency of a new stmslss similar o he original conditoned stmslss
o prodsce a similar response.
Discriminationn occsrs when he organism responds o cer ain stmsli bs no o hers.
Extnctionn involves he weakening of he conditoned response in he absence of he snconditoned
stmslss.
Systematc desensitzationn is a me hod based on classical conditoning ha redsces anxie y by
getng he individsal o associa e deep relaxaton wi h ssccessive vissalizatons of increasingly
anxie y-prodscing si satons. In involves a ype of cosn erconditoning.
Classical conditoning excels in explaining how nes ral stmsli become associa ed wi h snlearned,
involsn ary responses. I is no effectve in explaining volsn ary behaviors, which operan
conditoning does.
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