Psychological Foundations Of Curriculum
Psychological Foundations of Curriculum
Please respond to the following: · Compare and contrast behavioral psychology’s approach to curriculum with cognitive psychology’s approach in two ways: (a) how people learn and (b) applications to curriculum and instruction. · Analyze the explanations regarding thinking and learning discussed in the textbook (e.g., multiple intelligences, emotional intelligence constructivism, etc.). Propose at least two ways one of the thinking and learning approaches could be used effectively to develop a lesson for a specific curriculum. Provide a rationale and examples to support your response. Part 2 Discussion question "Critical Thinking" Please respond to the following: · Propose at least two ways to promote critical thinking in students. Provide a rationale and examples to support your response. · From the e-Activity, discuss the six levels of cognitive objectives included in Bloom’s Taxonomy. Provide a rationale and examples for using each of the three highest levels—analysis, synthesis, and evaluation—to promote critical thinking skills. Provide the Website(s) you referenced in your discussion, using APA format.
Paper For Above instruction
The development of curricula rooted in psychological principles fundamentally influences how educators facilitate student learning. Two dominant psychological paradigms—behavioral psychology and cognitive psychology—offer contrasting yet complementary perspectives on how learning occurs and how curricula can be designed to optimize educational outcomes. This paper compares and contrasts these approaches in terms of how people learn and their applications to curriculum and instruction. Furthermore, it discusses various models of thinking and learning, including theories like multiple intelligences and emotional intelligence, and proposes strategies to incorporate these models into lesson development. Finally, it explores ways to promote critical thinking among students, emphasizing Bloom’s Taxonomy’s higher-order cognitive skills.
Behavioral Psychology’s Approach to Curriculum
Behavioral psychology emphasizes observable behaviors and the environmental stimuli that influence them. Learning, from a behavioral perspective, occurs through conditioning processes—classical and operant conditioning—where behavior is shaped and reinforced by external rewards or consequences (Skinner, 1953). In curriculum design, this approach advocates for clear objectives, reinforcement strategies, and repetitive practice to promote mastery of specific skills or knowledge. Educational activities might include drill-and-practice exercises, positive reinforcement through praise or tokens, and immediate feedback to shape desired behaviors (Gagné, 1985).
Cognitive Psychology’s Approach to Curriculum
In contrast, cognitive psychology focuses on internal mental processes such as reasoning, memory, problem-solving, and understanding. Learning involves actively constructing knowledge through processes like encoding, storage, and retrieval (Anderson, 1990). Cognitive-based curricula tend to emphasize meaningful learning, metacognition, and the development of higher-order thinking skills. Instruction incorporates strategies like scaffolding, concept mapping, and fostering strategic thinking, all aimed at facilitating learners’ internal processing and understanding of complex concepts (Bruner, 1960).
Comparison of Learning Theories and Applications
(a) How People Learn:
Behaviorism views learning as a change in observable behavior resulting from stimulus-response associations, often driven by reinforcement (Skinner, 1953). Conversely, cognitive psychology sees learning as an active mental process where learners organize and interpret information to build internal cognitive structures (Piaget, 1972). While behaviorism emphasizes external control, cognition emphasizes internal understanding.
(b) Applications to Curriculum and Instruction:
Behavioral approaches inform curricula that use repetition, reinforcement, and immediate feedback to shape desired behaviors. This is particularly effective in skill acquisition and foundational knowledge. Cognitive approaches, however, influence curricula that encourage critical thinking, problem-solving, and understanding relationships among concepts—favoring inquiry-based and student-centered learning activities (Ausubel, 1968).
Explanations of Thinking and Learning
Various models of thinking and learning expand our understanding of cognitive development. Howard Gardner’s theory of multiple intelligences posits that intelligence is multidimensional, including linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and spatial intelligences (Gardner, 1983). Emotional intelligence, as proposed by Salovey and Mayer (1990), involves the capacity to recognize, understand, and manage emotions, which impacts learning and social interactions.
Application of Learning Models in Lesson Development
One effective way to incorporate multiple intelligences into lesson planning is by designing multidisciplinary activities that appeal to different intelligences, such as combining visual aids, hands-on experiments, music, and group projects. For example, in teaching ecosystems, students might study through diagrams (spatial intelligence), participate in role-play (interpersonal), and create songs about animals (musical intelligence).
Another approach is integrating emotional intelligence strategies by fostering classroom environments that promote self-awareness and empathy. This can be achieved through reflective journaling, group discussions, and social-emotional learning activities, which help in developing empathy and self-regulation among students.
Promoting Critical Thinking
To promote critical thinking, educators can employ strategies such as Socratic questioning and problem-based learning. Socratic questioning encourages students to analyze their assumptions, evaluate evidence, and articulate reasoning, fostering deeper understanding and skepticism of surface-level facts (Paul & Elder, 2014). Problem-based learning involves presenting students with real-world problems requiring analysis, synthesis, and evaluation—thus challenging them to apply knowledge critically to generate solutions.
Bloom’s Taxonomy and Cognitive Objectives
Bloom’s Taxonomy categorizes cognitive objectives into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al., 1956). The three highest levels—analysis, synthesis, and evaluation—are vital for cultivating critical thinking.
- Analysis involves breaking information into parts to understand structure and relationships. For example, students analyze a historical event to identify causes and effects.
- Synthesis entails combining elements to form a new whole, such as devising an innovative solution to an environmental issue.
- Evaluation requires making judgments based on criteria, such as assessing the validity of research findings.
Using these higher-order skills encourages students to think systematically, creatively, and critically about content, preparing them for complex problem-solving roles in society.
References
Anderson, J. R. (1990). Cognitive psychology and its implications. Freeman.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.
Gagné, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart & Winston.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Piaget, J. (1972). The psychology of the child. Basic Books.
Paul, R., & Elder, L. (2014). The miniature guide to critical thinking concepts and tools. Foundation for Critical Thinking.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
Skinner, B. F. (1953). Science and human behavior. Free Press.