Course title: Learning Psychology Program: BICTE
Course No.: Ed 432
Nature
of Course: Theoretical
Level: Bachelor.
Credit Hours: 3
Semester: Third
Teaching
Hours: 48
|
Specific
Objectives |
Contents |
|
· Define
the meaning of learning and discuss their characteristics. · Discuss
the philosophical orientation of learning theories. · Define
empiricism and discuss its link with behaviorism. · Discuss
the characteristics of empiricism and behaviorism. ·
Discuss rationalism and link it with
cognitivism. |
Unit
1: Learning Psychology (5) 1.1.
Meaning, definition and characteristics of
learning 1.2.
Philosophical
foundations of Learning Theories 1.2.1. Empiricism
and behaviorism 1.2.2. Rationalism
and cognitivism |
|
· Discuss
the concept of behaviorsitic theories of learning. · Explain
the Pavlovian conditioning and discuss its experiment on dog. · Describe
the characteristics of Pavlovian conditioning. · Draw
the educational implications of Pavlovian conditioning. · Explain
the Skinnerian conditioning and discuss its experiment on rat. · Define
shaping and discuss the principle of shaping. · Mention
the educational implications of operant conditioning. · Explain
the Thorndike's theory of learning and discuss his experiment on cat. · Discuss
the primary laws of learning. · Draw
the educational implications of Thorndike’s connectionism. |
Unit
2: Behavioristic Theories (20) 2.1
Introduction to Classical Conditioning
(Pavlovian conditioning). 2.1.1
Basic process of conditioning and
experiment on dog. 2.1.2
Phenomena and characteristics of
classical conditioning: extinction, spontaneous recovery, inhibition, and
generalization. 2.1.3
Educational implications of classical
conditioning. 2.2
Operant
Conditioning (Skinnerian Conditioning). 2.2.1
Basic process of operant. conditioning
and experiment on rat. 2.2.2
Positive and negative reinforcement. 2.2.3
Principle of shaping. 2.2.4
Educational implications of operant
conditioning. 2.3
Connectionism
(Thorndike's Theory of Learning). 2.3.1
Basic process of conditioning (process
of trial and error) and experiment on cat. 2.3.2
primary laws of learning: law of
readiness, law of exercise and law of
effect. 2.3.3
Educational implications. 2.4
Applications of integrated approaches to
learning 2.5
Addressing learning difficulties through
different learning approaches. |
|
· Define
the concept of cognitive learning. · Explain
insightful learning. · Discuss
the characteristics of insightful learning. · Discuss
the educational implications of insightful learning. · Explain
the information processing theory. · Draw
the educational implications of informational processing theory. |
Unit
3: Cognitive Theories (15) 3.1 Kohler's Insightful Learning 3.1.1
Meaning and characteristics 3.1.2
Experiment on chimpanzee 3.1.3
Educational implications of Kohler’s
learning theory 3.2 Information
Processing Theory. 3.2.1
Basic elements: Sensory register,
short-term memory/store, long-term memory/store 3.2.2
Educational implications of information
processing theory. |
|
· Conceptualize
the meaning constructivism. · Explain
the basic principles of individual constructivism. · Discuss
the knowledge construction process of individual constructivism. · Explain
the basic principles of social constructivism. · Discuss
the knowledge construction process of social constructivism. · Draw
the educational implications of social constructivism. · Compare
and contrast between individual constructivism and social constructivism. |
Unit 4:
Constructivism (8) 4.1
Individual
constructivism (Piagetian constructivism) 4.1.1
Basic principle and knowledge
construction: scheme, adaptation-assimilation and accommodation, equilibrium.
4.1.2
Classroom implications. 4.2
Social constructivism (Vygotskian
constructivism. 5.2.1
Basic principle and knowledge
construction: inter-psychological process and intra-psychological process;
MKO, ZPD and scaffolding. 5.2.2
Classroom implications. |
Note: The figures in the parentheses indicate
approximate teaching hours for respective units.
1. Course description
This course is designed to provide students with knowledge and understanding about learning theories and their application in teaching and learning. The course introduces different learning theories – behaviorism, cognitivism and constructivism. In addition, the course helps students to draw educational implications of different learning theories.
2. General objectives
The general objectives of this course are as follows:
- To help students develop understanding of the meaning and characteristics of learning from the lenses of empiricism and rationalism.
- To acquaint students with behaviorism and help them draw its educational implications.
- To develop students’ understanding about cognitivism and help them draw its educational implications.
- To acquaint students with constructivism and enable them to draw its educational implications.
- To enable the students to critically discuss different learning theories, as well as to enable them to use these theories in classroom teaching.
5
Instructional
Techniques
The instructional techniques for this course are
divided into two groups. The first group
consists of general instructional techniques applicable to most of the units.
The second group consists of specific instructional techniques applicable to
specific units.
5.1 General
Instructional Techniques
- Introductory
presentation on each topic of the unit bye the teacher
- Use
of lecture, question answer, discussion, brainstorming and buzz sessions
for the theoretical contents.
5.2 Specific Instructional
Techniques
|
Unit |
Suggested specific Instructional Techniques |
|
|
|
|
I |
· Students are divided into gender disaggregated groups.
Each group is assigned to prepare key aspects of empiricism and rationalism
and their linkage with behaviorism and cognitivism. The students will present
the group work in the class. |
|
II, III, IV |
· Students are divided into groups. The groups will visit a
nearby school, observe a class and assess which learning theories teachers
are using. Each group prepares a report and present in the class. |
|
V |
· Students work in pair and discuss what educational
implications can be drawn from constructivism for classroom teaching in their
subject areas. |
6 Evaluation
5.1
Internal Evaluation 40%
Internal
evaluation will be conducted by subject teacher based on following activities:
1) Attendance 5
2)
Class participation 5
3)
First
assignment (Group work based on unit I, II, III & IV) 10
4)
Second
assignment (Pair work based on Unit V) 10
5)
Third
assignment (Written test: objectives and subjective) 10
Total 40
5.2 Final/Semester Evaluation 60%
Examination Division, office of the Dean, Faculty of
Education will conduct final examination
at the end of semester.
Objective type question (Multiple choice 10 x
1ponts) 10
Short answer
questions (6 questions x 5 points) 30
Long answer questions (2 questions x 10 points) 20
Total
60
Recommended
Books
Hergenhahn, B.R. & Olson, M. H. (1997). An introduction to theories of learning.
NJ: Prentice Hall. .(Unit: I, II, III,
IV& V)
Hilgard, B.R. & Bower, G. H. (1975). Theories
of learning. New Delhi: Prentice Hall.(Unit: I,
II, III & IV)
Klein, S.B. (1996). Learning: Principle and
application. NY: McGraw Hill, Inc. (Unit: I, II, III & IV)
Reference Books
Chauhan, S. S. (2002). Advanced educational
psychology. Vikas Publishing House Pvt. Ltd.
Dandekar, W.N. (2002). Psychological foundation of
education. Macmillan India Limited.
Hill, W.F. (1975). Learning: A Survey of
psychological interpretation. Great Britain: Lowe & Brydone.
Morgan C. T., King R..R., Weisz, J. R. & Schopler,
J. (2004). Introduction to psychology. New Delhi: Tata McGraw Hill.
Woolfolk, A. (2004). Educational psychology. India:
Pearson Publication.
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