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Summary Educational psychology: all literature and lectures
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All the literature in the UU educational psychology course
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Human Learning, 8th Edition TEST BANK by Ormrod, Verified Chapters 1 - 15, Complete Newest Version
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Test Bank for Human Learning, 8th Edition by Jeanne Ormrod, Jeanne Ellis Ormrod|9780134893662| All Chapters 1-15| LATEST
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Test Bank for Human Learning, 8th Edition by Jeanne Ormrod, Jeanne Ellis Ormrod|9780134893662| All Chapters 1-15| LATEST
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Educational Psychology lectures & literatureLecture 1: introduction to human learning
Educational psychology: is the branch of psychology concerned with the scientific study of human
learning
- The study of learning processes, from different perspectives, allows us to understand
individual differences in intelligence, cognitive development, affect, motivation, self-
regulation, and self-concept, as well as their role in learning
Learning:
- Who is learning?
o Age, personality, motivation, background
- What are they learning?
o Domain, prior knowledge, (perceived) ability
- How are they learning it?
o Study methods, technology, alone or group
- What is the effect of learning?
o Effectiveness, transfer
Psychology:
- The scientific study of mind and behavior
- Much progress in the 20th century, and ongoing
- Huge influence on educational science
Why study the brain
Brain research methods:
- Dead organisms
- Brain damage, lesions
- Scanning and imaging (EEG, fMRI, PET)
- Transcranial magnetic stimulation (TMS)
Learning:
Neurons: change connections between neurons
- Create new connections, delete exciting connections
Synapses: change number of neurotransmitters that they produce
Neural development:
Brain development:
Environmental stimulation: critical and sensitive periods
Experience can partly make up for ‘closed’ period: brain plasticity
Brain plasticity:
- Experience expectant
o Normal environment sufficient for normal brain development
o ‘quality’ not important, stimuli just need to be there
o Bad environmental input: irretrievable loss
o -> dependent on age
o Examples: senses (vision, hearing), language, attachment?
, - Experience dependent
o Development depended on quality of environmental input
o Bad environmental input -> damage, but can be ‘remedied’
o -> not dependent on age
o Examples: (quality) of language, socio-emotional development, musical skills
Challenge:
- The brain puts constraint on learning. Many parts of the brain have evolved to handle specific
functions
- How are we then able to learn completely new cultural inventions, such as reading? What
existing parts of the brain handle reading
- The experience-expectant/ dependent concept doesn’t answer this question
Alternative: neuronal recycling:
- Challenge: how can culture evolve in evolutionary ‘old’ brains?
- Hypotheses by DeHaene: novel functions ‘invade’ old brain areas that have similar function
- Example: learning to read invades the area of object recognition
Brain and school learning:
- Consolidation:
o Short-term: synaptic consolidation
o Long-term: systems consolidation
- Importance of learning when you’re not learning:
o Cognitive factor: retrieval practice
o Biological factor: sleep
Other factors: nutrition, psychical activity
Implications of human learning:
- Take advantage of the brain’s sensitive periods
- Enrich the environment
o Rich vs poor
- Practice regularly
- Let students sleep
Implications:
- Losing brain cells is not a problem -> sometimes even desirable
- Enriched environments enhance development
- Myths about the brain are still very persistent: reason may be self-fulfilling prophecies
- Brain research confirms and helps other learning theories. No direct relation with teaching
practice yet
Literature week 1:
Kirschner, P.A. & van Merrinboer, J.G. (2013) Do Learners Really Know Best? Urban Legends in
Education, Educational Psychologist, 48:3, 169-183, doi: 10.1080/00461520.2013.804395.
Urban legend: een verhaal wat waar lijkt, en plausibel genoeg is om als waar beschouwt te worden,
die primair is gebaseerd op geruchten.
Drie urban legendes:
,1. Lerende zijn digitale kenners, die van nature leren van nieuwe data en niet langer van de
oude data die gebruikt wordt in het onderwijs (learners as digital natives)
a. Homo sappiens (Veen & Vrakking): een nieuwe generatie mensen die op een
significant andere manier leren dan hun voorgangers (digitaal)
b. Veen & Vrakking: kinderen van deze generatie ontwikkelen individueel
metacognitieve skills nodig voor onderzoekend leren, actief leren etc.
c. Bullen et al: extra training over gebruik technologie is nodig voor studenten
d. Butterfly defect: studeten fladderen door informatie online zonder daarvan de
waarde te zien en zonder plan. Doordat ze worden verleid op hyperlinks te klikken
vergeten ze waarvoor ze kwamen -> gevolg: fragiel netwerk van kennis
e. Technologische vaardigheden worden gezien als kerndoelen van het curriculum
f. Multitasking: gelijktijdige uitvoering van twee of meer taken die cognitie of
informatieverwerking vereisen -> maar brein kan maar een taak tegelijk uitvoeren en
moet dus wisselen tussen beide -> gevolg: inefficiënt uitvoeren van taken en duurt
langer
g. Mensen kunnen alleen dingen tegelijk doen wanneer wat ze doen volledig
automatisch gaat (praten en lopen)
h. Multitasken is eigenlijk snel kunnen wisselen tussen verschillende taken of media
i. Zware media multitaskers zijn slechter in het wisselen tussen taken, omdat ze
waarschijnlijk omdat ze irrelevante informatie minder goed kunnen uitfilteren
j. Homo sappiens en multitaskers bestaan niet en lerende kunnen eronder lijden als
onderwijs op deze zogenaamde vaardigheden probeert in te spelen
2. Lerende hebben specifieke leerstijlen en onderwijs moet geïndividualiseerd worden zodat het
overeenkomt met de favoriete leerstijl van de lerende
a. De meeste mensen passen niet in een specifieke stijl
b. Reflective learners: traag maar weinig fouten – slow inacurate learners
c. Impulsive learners: snel maar veel fouten – fast acurate learners
d. High balanced – low balanced
e. Lerende die werden gekoppeld aan instructie presteerden het beste
f. De informatie die gebruikt wordt om leerlingen hun leerstijl te identificeren was
zelfmetingen: deze zijn alleen niet adequaat -> metingen van twee verschillende
momenten vaak inconsistent
g. Wat de favoriete leerstijl is, hoe niet de beste leerstijl te zijn en is dit ook vaak niet ->
dus relatie tussen wat mensen zeggen en wat ze doen is zwak
h. Cognitieve capaciteiten (gemeten op een ordinale schaal, op een objectieve manier)
moeten gebruikt worden om te meten hoe mensen het beste leren, omdat
capaciteiten de beste voorspellers zijn
i. Het aantal leerstijlen is problematisch en het is niet mogelijk om met alle verschillen
rekening te houden in instructies
j. Learning style hypothesis: crossover interactie waarin leerling A beter leert met
instructiemethode A en leerling B beter leert met instructiemethode B
k. The generation method stressed the writing of programming code (matching an
impulsive approach), whereas the completion method stressed the study and
completion of existing programming code (matching a reflective approach)
l. De completion methode was superieur voor beide type lerende
m. Meshing hypothesis: instructie moet aangepast worden, zodat het het beste de lerende
zijn leerstijl ondersteund (maar lerende weet niet altijd wat zijn leerstijl is)
n. Methamathanic effects: onderwijs stopt leren doordat de instructie een favoriete maar
niet productieve leerstijl ondersteund –> compensation model: een model dat de
ongewenste effecten van een leerstijl compenseert (in situatie van methamathanic vaak
de voorkeur)
, o. Een leerstijl kan in een situatie als ondersteunend worden ervaren maar in een andere
situatie niet
p. Two-way interactions houden geen rekening met andere factoren zoals natuur of context
q. Focus op fundamentele: dingen die lerende juist gemeen hebben
r. Expertise reversal effect: weinig voorkennis lerende leren meer van het bestuderen van
voorbeelden dan van het oplossen van problemen, en omgekeerd voor hoge voorkennis
3. Lerende moeten gezien worden als zelfonderwijzers en de moeten de maximale controle
krijgen over wat ze leren en hun traject (learners as self educators)
a. Legend: all you need to know is out there on the web, so there is no need to teach
this knowledge anymore
b. Knowledge fast becoming obsolete (verouderd) -> it is far from true
c. Information literacy: the activities or skills to deal with the information and
dissemination (verspreiding)
d. Digital literacy: when information and communication technologies also play a key
role
e. People are not capable of using proper search terms, selecting the most relevant
websites and questioning the validity of sources
f. Prior knowledge defines what we search, find and select the process
g. Andragogy (focus on the best way for people to learn) -> heutagogy (focus on how to
learn and self-direction)
h. In other words, learners often misregulate their learning, exerting control in a
misguided or counterproductive fashion and not achieving the desired result. This is
due to (1) not having the necessary standards upon which to judge their learning
state, (2) not having the necessary knowledge to monitor their own state in
comparison with the standards and/or (3) not being able to initiate the proper
processes to change their current state when their behavior falls short of the
standards
i. The second problem is that learners often choose what they prefer, but what they
prefer is not always what is best for them.
j. A final problem is known as the paradox of choice. People appreciate having the
opportunity to make some choices, but the more options that they have to choose
from, the more frustrating it is to make the choice
k. Shared control: teacher of coach selects a few tasks from all the available tasks which
fit the needs of the learner -> prevent overwhelming the student
l. Secondorder scaffolding: students chose from preselected tasks, tasks with features
who were different form the previous tasks -> guidance for self-directed learning and
less support
Conclusions:
- The three legends are not supported by scientific evidence
- The major point here is that educators, educational policy makers and educational
researchers should reject educational approaches that lack sufficient scientific support and
methodologically sound empirical evidence
- Educational science must be driven by theories and theory development based on empirical
information rather than legends, hypes and methodologically unsound research
- Researchers must explain why some methods work and why others do not work
- Need of a fundamental change in scientific attitude
- Moral panic: moral panic occurs when a “condition, episode, person or group of persons
emerges to become defined as a threat to societal values and interests”
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