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HBEDTL6 (Learning Section) - Memo of questions given by lecturer for all 10 themes
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- University Of South Africa (Unisa)
HBEDTL6 (Learning Section) - Memo of questions given by lecturer for all 10 themes in 2018
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STUDY NOTESEXAMPLE QUESTIONS
These are my answers to the questions posted
by the lecturer on MyUnisa for the Jan/Feb
2019 examination for Section B…
FIGURING IT OUT
HBEDTL6
Section B – Learning Section
,Contents
Theme 1: Role of educational psychology in teaching and learning. ...................................................................................................... 4
1. Define educational psychology and justify importance of studying. ................................................................... 4
2. Describe briefly 2 different types of research studies used by educational psychologists. ................................. 4
3. Discuss use of research to understand and improve teaching and learning. ...................................................... 5
4. Discuss concepts ................................................................................................................................................. 5
Theme 2: Theories of Piaget & Vygotsky .................................................................................................................................................. 6
1. Discuss 4 factors that influence cognitive development ..................................................................................... 6
2. Discuss two basic tendencies in thinking as explained by Piaget ........................................................................ 7
3. Discuss Piaget's theory ........................................................................................................................................ 8
4. Summarise Piaget's stages of cognitive development in table format. ............................................................. 10
5. Discuss limitations of Piaget's theory ................................................................................................................ 11
6. Briefly define Vygotsky's socio-cultural theory ................................................................................................. 11
7. Discuss Vygotsky's view of the role of cultural tools in cognitive development ................................................ 12
8. Explain Vygotsky's zone of proximal development............................................................................................ 12
9. Discuss limitations of Vygotsky's socio-cultural theory ..................................................................................... 12
10. Discuss influence of Piaget's theory on educational practice ........................................................................ 13
11. Discuss the influence of Vygotsky's theory on educational practice ............................................................. 13
12. Discuss the development of language........................................................................................................... 14
13. Summarise the development of language in table format. Headings: Age range, milestone(s), strategies to
encourage development ........................................................................................................................................... 15
14. Discuss language development in the school years ...................................................................................... 15
Theme 3: Erikson's stages of individual development; Moral development. ....................................................................................... 16
1. Briefly describe following concepts................................................................................................................... 16
2. Discuss Erikson's stages of individual development .......................................................................................... 17
3. Summarise Erikson's stages of individual development in table: stages; app age; important event; description
18
4. Provide 4 guidelines with examples, for encouraging initiative in preschool children ...................................... 18
5. Provide 3 guidelines, with examples, for encouraging industry ........................................................................ 19
6. Provide 4 guidelines, with examples, for supporting identity formation .......................................................... 19
7. Briefly describe ................................................................................................................................................. 19
8. Discuss Kohlberg's theory of moral reasoning .................................................................................................. 20
9. Summarise Kohlberg's theory of moral reasoning indicating level and stages, in table .................................... 21
10. Provide 6 guidelines, with examples, for supporting personal and moral development in learners ............. 21
1
,Theme 4: Intelligence Common challenges students may face in their teaching career. .................................................................... 23
1. Briefly describe ................................................................................................................................................. 23
2. Distinguish between general, fluid and crystallised intelligence ....................................................................... 23
3. Discuss multiple intelligences ........................................................................................................................... 24
4. Summarise 8 intelligences, in table, using intelligence; end states; core components ..................................... 24
5. Evaluate use of group IQ tests for making educational decisions about children. What are the advantages and
disadvantages? ......................................................................................................................................................... 25
6. Discuss group VS individual IQ tests .................................................................................................................. 25
7. List 3 aspects to consider in the interpretation of IQ scores ............................................................................. 25
8. Briefly describe ................................................................................................................................................. 26
9. Discuss reading habits and errors made by students with learning disabilities ................................................ 26
10. Discuss manifestation of ADHD ..................................................................................................................... 27
11. List 5 recommendations for teachers to support learners with ADHD .......................................................... 27
12. Discuss 4 different types of emotional and behavioural disorders ................................................................ 27
13. Provide 5 guidelines, with examples, for disciplining learners with emotional problems ............................. 28
14. Briefly describe the following phenomena ................................................................................................... 28
15. Describe the nature (basic or inherent features, character, or qualities of something) of the gifted child and
indicate problems that he/she may experience ........................................................................................................ 29
Theme 5: Culture and diversity. ............................................................................................................................................................... 30
1. Describe ............................................................................................................................................................ 30
2. What are effects of low socio-economic status that may explain lower achievements of learners from poor
environments ............................................................................................................................................................ 30
3. Define prejudice and explain development of prejudice (5) ......................................................................... 31
4. Discuss short and long term effects of stereotype threat ................................................................................. 31
5. Discuss 6 ideas to promote learning and language acquisition ......................................................................... 32
Theme 6: Observational learning and cognitive behaviour modification. ............................................................................................ 33
1. Briefly describe ................................................................................................................................................. 33
2. Discuss social learning theory ........................................................................................................................... 33
3. Discuss elements of observational learning ...................................................................................................... 33
4. Discuss use of behavioural learning principles in self-management ................................................................. 34
Theme 7: Views of memory ..................................................................................................................................................................... 35
1. Briefly describe ................................................................................................................................................. 35
2. Provide 5 guidelines, with examples, for gaining and maintaining attention .................................................... 36
3. Discuss working memory as 'workbench' of memory system ........................................................................... 36
2
, 4. Distinguish between maintenance rehearsal and elaborative rehearsal ........................................................... 37
5. Discuss the capacity, duration and contents of long-term memory .................................................................. 37
6. Distinguish between explicit and implicit long-term memory ........................................................................... 37
7. Discuss ways to store and retrieve information in the long-term memory ....................................................... 38
8. Discuss mnemonics as a procedure for improving memory (10) ............................................................. 39
Theme 8: The process of problem solving. ............................................................................................................................................. 40
1. Briefly describe ................................................................................................................................................. 40
2. Distinguish between heuristics and availability heuristic .................................................................................. 40
3. Discuss 5 stages of general problem solving (IDEAL) ......................................................................................... 40
4. Discuss skills necessary to present a problem and set a goal ............................................................................ 41
5. Discuss possible solution strategies .................................................................................................................. 41
6. Discuss factors that hinder problem solving ..................................................................................................... 42
7. Define creativity and state two myths about creativity..................................................................................... 42
8. Provide 5 guidelines, with examples, for encouraging creativity ...................................................................... 43
Theme 9: Cognitive and social constructivism:....................................................................................................................................... 44
1. Briefly describe ................................................................................................................................................. 44
2. Distinguish between first wave constructivism and radical constructivism ....................................................... 44
3. List 5 common conditions of constructivism ..................................................................................................... 44
4. Discuss 5 common conditions of constructivism............................................................................................... 45
5. List 6 most shared features of cognitive apprenticeship models ...................................................................... 45
Theme 10: Motivation in learning and teaching: ................................................................................................................................... 46
1. Briefly describe ................................................................................................................................................. 46
2. Distinguish between intrinsic and extrinsic motivation .................................................................................... 46
3. Discuss Maslow's hierarchy of needs ................................................................................................................ 46
4. Discuss the 4 achievement goal orientations that one finds in schools ............................................................ 47
5. Discuss guidelines for building confidence and positive expectations .............................................................. 48
6. List 6 guidelines for enhancing success ............................................................................................................. 48
3
,Theme 1: Role of educational psychology in teaching and learning.
1. Define educational psychology and justify importance of studying.
(3)
The discipline concerned with teaching and learning processes.
It applies theories and research methods of psychology
Also has its own theories, research methods, problems and techniques.
helps practitioners to understand and practise their profession effectively
2. Describe briefly 2 different types of research studies used by educational psychologists.
(4)
Descriptive studies:
Studies that collect detailed info about specific situations, often using observation, surveys, interviews,
recordings, or a combination of these methods.
Ethnography:
Descriptive approach
Focuses on life within group
Try to understand meaning of event to people involved
Case study:
Intensive study of one person/situation
Participant observation
Conduct descriptive research
Researcher becomes participant in situation to understand life better in group
Experimental studies:
Variables are manipulated and effects are recorded.
Cause and effect are studied
Quasi-experimental studies
Fit most criteria for true experiment except - Subjects not chosen randomly
Already existing groups (classes/schools)
Participants/subjects
People/animals studied
Random
Without any pattern/following no rule
Correlational Studies
statistical descriptions of how closely two variables are related
(+) or (-)
4
,Single subject experimental designs
The goal is to determine the effects of a therapy, teaching method, or other intervention.
systematic interventions to study effects with one person, often by applying and then withdrawing a
treatment; observe the individual for a baseline period (A) assess the behaviour of interest try an
intervention (B) note the results remove the intervention and go back to the baseline conditions
(A) finally reinstate the intervention (B) = ABAB experiment
Micro genetic Studies
Detailed observation and analysis of changes in a cognitive process as the process unfolds over a several-day
or several-week period of time
3. Discuss use of research to understand and improve teaching and learning.
(10)
Research can be a way to improve teaching.
Same kind of careful observation, intervention, data gathering, and analysis that occurs in large research
projects can be applied in any classroom to answer questions such as:
o Which writing prompts seem to encourage the most creative writing in my class?
o When does JJ seen to have the greatest difficulty concentrating on academic tasks?
o Would assigning task roles in science groups lead to more equitable participation of girls and
boys in the work?
Educational psychologists develop knowledge and methods.
They use knowledge and methods of psychology and other related disciplines to study learning and teaching in
everyday situations.
Educational psychologists examine what happens when someone/something (teacher/parent) teaches
something to someone else in some setting.
Experimental studies help teachers implement useful changes.
Instead of just observing & describing an existing situation, the investigators introduce changes en note results.
4. Discuss concepts
(8x2)
Ethnography
Descriptive approach
Focuses on life within group
Try to understand meaning of event to people involved
Participant Observation
Conduct descriptive research
Researcher becomes participant in situation to understand life better in group
Case Study
Intensive study of one person/situation
5
,Correlations
statistical descriptions of how closely two variables are related
(+) or (-)
Experimentation
Variables are manipulated and effects are recorded.
Cause and effect are studied
Participants
People/animals studied
Random
Without any pattern/following no rule
Statistically significant
Not likely to be a chance occurrence (Did not happen simply by chance).
Theme 2: Theories of Piaget & Vygotsky
1. Discuss 4 factors that influence cognitive development
(12)
Biological Maturation:
The biological changes that we undergo – genetically programmed;
parents and teachers have little impact on this aspect of cognitive development;
children just need to be nourished and healthy
Activity:
Physical maturity comes the increasing ability to act on the environment and learn from it;
we act on the environment as we explore, test, observe and eventually organise information
we are likely to alter our thinking processes at the same time
Social Experiences:
As we develop, we also interact with the people around us; we learn from others;
without social transmission, we would need to reinvent all the knowledge already offered by our culture;
the amount we can learn from social transmission varies according to the stage of cognitive development
Equilibration:
Organising, assimilating and accommodating can be viewed as a kind of complex balancing act;
equilibration is the act of searching for a balance;
people continually test the adequacy of their thinking processes in order to achieve that balance;
if we apply a particular scheme to an event or situation and the scheme works, then equilibrium exists;
if the scheme does not provide a satisfying result then disequilibrium exists;
we keep searching for a solution through assimilation and accommodation – our thinking changes and
moves ahead
6
, 2. Discuss two basic tendencies in thinking as explained by Piaget
(15)
Two "invariant functions"
Organisation
Combining, arranging, recombining, and rearranging of behaviours and thoughts into coherent systems.
Inherit tendency to organize thinking processes/thoughts into psychological structures.
This psychological structures are our systems for understanding and interacting with world.
Simple structures (schemes) combined and coordinated into more complex/sophisticated/effective structures.
(Infants can't look and grasp at same time)
Structures/schemes
o basic building blocks of thinking
o Organised systems of thought/actions that allows us to mentally represent objects/events.
Thinking processes - more organised – new schemes develop – behaviour more sophisticated & better suited
to environment.
People adapt to increasingly complex environments by using existing schemes (whenever these schemes work
– assimilation) and modifying & adding to their schemes (when something new is needed – accommodation).
Adaptation
Adjusting to the environment
Inherit tendency to adapt to environment.
2 Basic processes involved:
Assimilation
o Use existing schemes to make sense of world
o Try to understand something new by fitting it into what we already know (sometimes we distort new
info to make it fit like a racoon called kitty).
Accommodation
o Change existing schemes to adapt to new situation.
o No data/schemes found to fit, more appropriate schemes/structures developed (add scheme of
racoon to their other schemes).
o We adjust thinking to fit new info and not new info to adjust thinking.
Both processes required most of the time (also accommodation when sucking out of a different sized straw).
New experiences assimilated into existing schemes – scheme enlarged and changed somewhat – assimilation
involves some accommodation!
Sometimes neither assimilation nor accommodation used!
When something too unfamiliar (foreign language) –person may choose to ignore and not do anything!
Equilibration
(Act of searching for a balance).
o Organizing, assimilating and accommodation viewed as complex balancing act (Piaget).
o Actual changes in thinking through equilibration (act of searching for a balance).
o Piaget assumed people continually test adequacy of thinking processes to achieve balance.
o If a particular scheme applied to event/situation & scheme works – equilibrium exists.
o Scheme not produce a satisfying result – disequilibrium exists – we become uncomfortable.
7
,3. Discuss Piaget's theory
(15)
How humans make sense of their world by gathering and organizing info.
Child and adult thinking differs. Children's concepts' different than adult's.
Thinking processes change radically & slowly from birth-maturity because we constantly try to make sense of
the world.
Biological maturation, activity, social experiences, equilibration influences changes in thinking.
All species inherit 2 tendencies:
o Organization and
o Adaptation.
All people pass through same 4 stages in exactly same order (stages associated with specific ages).
Person may go through long periods of transition between stages.
Person may show characteristics of one stage in specific situation, but characteristics of higher/lower stages in
other situations.
A student's age is NEVER guarantee of HOW child THINKS.
Stages of cognitive development:
o Sensorimotor
0-2/infancy
In this stage, thinking is linked to the senses and children develop object permanence, which
is the understanding that objects exist whether they can be seen or not.
This stage also sees the start of goal-direct actions.
The child is able to accomplish some tasks logically.
o Preoperational
early childhood(+-child starts talking) - elementary years(+- 7)
This stage encompasses early childhood to the early elementary years.
The child has not yet mastered the mental operation of thinking through an action rather
than performing this action.
Being able to use symbols such as gesture or signs and the ability to pretend is important in
eventually achieving the skill of logical mental operations.
In this stage, the child begins to achieve this, but logic is still one way as the child finds it
difficult to 'reverse' thinking when it comes to performing a task.
The child finds it difficult to understand that something remains the same even though it is
re-arranged or a change has been made to its appearance.
When a child has difficulty with this conservation, it is possible that he/she is only focussing
on one feature of the object or situation at a time.
This is known as decentring.
In this stage children are egocentric, in that they assume that everybody else shares their
world view and finds it difficult to see someone else's point of view.
During this stage, language develops rapidly and vocabulary increases.
o Concrete operational
later elementary (+-Gr1) - middle school(early adolescence +- 11)
In this stage the child is able to relate mental tasks to concrete objects and situations
(concrete operations).
This child is able to solve problems of conservation.
Identity is mastered when an individual understands that people and objects remain the
same if nothing is added or taken away.
8
, Compensation is understood – a change in one direction is compensated by a change in a
different direction.
Also, the child now achieves reversible thinking, in that he/she can think backwards from the
end to the beginning.
During this stage, the child is able to classify objects into groups according to specific
characteristics.
Also, seriation is mastered, which is the ability to arrange objects in series according to
height, size, etc.
The thinking mastered at this stage, however, is still concerned with the concrete, and
abstract or hypothetical thinking is not done.
o Formal operational
High school & college (adolescence – adulthood)
In this stage, mental tasks involving abstract thinking and manipulation or controlling of
many variables are conducted.
Using hypothetic-deductive reasoning, the individual can work out what could happen
depending on the manipulation of certain factors.
Both deductive reasoning (reasoning from general assumptions to a specific conclusion), and
inductive reasoning (reasoning from a specific case to a general rule), are used.
During this stage, adolescent egocentrism occurs and individuals are very focussed on their
own ideas and beliefs.
Furthermore, individuals in this stage have a sense of an imaginary audience in that they feel
that everyone is watching them.
Some individuals remain at this stage throughout life.
9
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