Psychological Foundations Of Curriculum: Compare And Contras

Psychological Foundations Of Curriculum Compare And Contrast Behavi

“Psychological Foundations of Curriculum†- 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.

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Introduction

The foundations of curriculum design are deeply rooted in psychological theories that elucidate how individuals learn and process information. Among these, behavioral psychology and cognitive psychology stand out as two influential perspectives, each offering distinct approaches to understanding learning processes and informing curriculum development. This paper compares and contrasts these two psychological approaches along two primary dimensions: how people learn and their applications in curriculum and instruction. Additionally, it analyzes contemporary theories of thinking and learning, such as multiple intelligences, emotional intelligence, and constructivism. Finally, the paper proposes practical ways to apply one of these learning theories to lesson development, supported by rationales and examples.

Behavioral Psychology’s Approach to Curriculum

Behavioral psychology emphasizes observable behaviors and believes learning occurs through interactions with the environment, primarily via conditioning processes such as classical and operant conditioning (Skinner, 1953). In curriculum design, this approach advocates for the use of reinforcement and punishment to shape desired behaviors and mastery of skills. Learning, from a behavioral perspective, is viewed as a change in observable behaviors resulting from stimulus-response associations (Baum, 2017). For example, a curriculum based on behaviorism might involve repetitive drills, immediate feedback, and rewards to reinforce correct responses, which supports skill acquisition through stimulus control.

Cognitive Psychology’s Approach to Curriculum

In contrast, cognitive psychology centers on internal mental processes such as perception, memory, problem-solving, and thinking (Neisser, 1967). It posits that learning involves the active construction of knowledge rather than passive responses to stimuli. From this perspective, learners process information through attention, encoding, storage, and retrieval mechanisms. Curriculum informed by cognitive psychology emphasizes strategies that enhance understanding, memory, and metacognition—students are encouraged to organize knowledge meaningfully and develop higher-order thinking skills (Anderson, 1990). For instance, activities that promote problem-solving, reflection, and self-monitoring are integral to this approach.

Comparison and Contrast in How People Learn

Behavioral psychology asserts that learning is primarily about acquiring new behaviors through reinforcement, with limited emphasis on internal mental states or understanding (Skinner, 1953). It assumes that learning can be shaped through external stimuli, rewards, and consequences. Conversely, cognitive psychology views learning as a process of internal information processing, where learners actively interpret and organize information to build mental models (Miller & Dansereau, 1984). While behaviorism focuses on observable outcomes, cognitivism emphasizes understanding and the development of schemas—organized patterns of thought.

In terms of individual differences, behaviorist models often treat learners as relatively uniform, responding similarly to stimuli and reinforcement schedules. Cognitivist models consider previous knowledge, cognitive load, and mental strategies, acknowledging that learners differ in how they process information (Sweller, 1988). This distinction influences instructional strategies, with behaviorism favoring repetitive practice and reinforcement, whereas cognitivism advocates for strategies that promote meaningful learning.

Applications to Curriculum and Instruction

Behavioral curriculum applications tend to involve structured, drill-based activities, clear objectives, and reinforcement schedules to motivate learning (Reynolds & Gutman, 1984). For example, language acquisition programs often use positive reinforcement to encourage correct pronunciation and vocabulary use. This approach is highly effective in skill acquisition and behavior modification.

In contrast, cognitive approaches emphasize developing higher-order thinking skills, problem-solving abilities, and self-regulated learning. Curricula based on cognition include activities such as concept mapping, inquiry-based learning, and metacognitive strategies that foster understanding and the ability to transfer knowledge to new contexts (Bransford, Brown, & Cocking, 2000). For example, science curricula may incorporate experiments that encourage hypothesis testing and reflection, promoting conceptual understanding rather than rote memorization.

Analysis of Contemporary Theories of Thinking and Learning

Contemporary theories such as multiple intelligences (Gardner, 1983), emotional intelligence (Goleman, 1995), and constructivism (Piaget, 1952; Vygotsky, 1978) broaden our understanding of learning beyond traditional behaviorist and cognitive frameworks. Gardner’s theory of multiple intelligences suggests that learners possess diverse intellectual capabilities—linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic—and curricula should cater to this diversity to maximize learning potential.

Emotional intelligence emphasizes the importance of understanding and managing emotions, both one's own and others', as critical to effective learning (Goleman, 1995). Constructivism posits that learners actively construct knowledge through experiences and social interactions, asserting that meaning is derived from context and prior knowledge (Vygotsky, 1978). These theories advocate for learner-centered, engaging, and culturally responsive curricula that recognize individual differences and the social nature of learning.

Applying Theories in Lesson Development

Focusing on constructivism, two effective ways to develop lessons are through inquiry-based learning and collaborative projects. Inquiry-based learning encourages students to pose questions, investigate, and derive solutions, fostering deeper understanding and critical thinking (Bransford et al., 2000). For example, a science lesson on ecosystems could involve students designing and conducting their experiments to explore ecological relationships, promoting active engagement and knowledge construction.

Secondly, collaborative projects enable social interaction and peer learning, which align with Vygotsky’s social constructivist principles. For example, students working in groups to develop a presentation on climate change utilize diverse perspectives, share knowledge, and negotiate meaning. This approach enhances motivation, communication skills, and understanding of complex concepts through social dialogue and shared responsibility.

The rationale behind these strategies lies in their alignment with constructivist principles, emphasizing active, meaningful participation that respects prior knowledge and encourages higher-order thinking. This fosters not only knowledge retention but also the development of critical thinking, problem-solving, and social skills essential for learners' overall development (Fosnot, 1996).

Conclusion

In summary, behavioral and cognitive psychology offer contrasting yet complementary perspectives on learning and curriculum development. While behaviorism focuses on observable behaviors shaped through reinforcement, cognitivism emphasizes internal mental processes involved in understanding and problem-solving. Contemporary theories like multiple intelligences, emotional intelligence, and constructivism expand these foundational perspectives, advocating for diverse, learner-centered, and socially engaging curricula. Applying constructivist principles through inquiry-based learning and collaborative projects provides effective methodologies for fostering meaningful learning experiences. Understanding these psychological foundations equips educators to design more effective, inclusive, and engaging curricula that cater to the varied cognitive and emotional needs of learners.

References

• Anderson, J. R. (1990). Cognitive psychology and its implications. W.H. Freeman.
• Baum, W. M. (2017). Understanding behaviorism: Behavior, culture, and evolution. John Wiley & Sons.
• Fosnot, C. T. (1996). Constructivism: Theory, perspectives, and practice. Teachers College Press.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
• Goleman, D. (1995). Emotional intelligence. Bantam Books.
• Miller, G. A., & Dansereau, D. F. (1984). Models of cognitive processes and teaching. Educational Psychologist, 19(3), 160-172.
• Neisser, U. (1967). Cognitive psychology. Appleton-Century-Crofts.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Reynolds, C. R., & Gutman, L. M. (1984). Behavior modification: Principles and procedures. Allyn & Bacon.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.