Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
2. Big goals
• In this session, you will:
- Explore how teacher-researcher can conduct
and evaluate action research.
- Recognize the concept of growth and
development
- Explain the principles of growth and
development
3. Research Studies
Types and Designs
Activity:
As you watch the video, provide an outline of
the types and designs of research studies.
Video -1:
https://www.youtube.com/watch?v=49_u-
pXwx7g
4. Research Methods
• Collecting information (or data) is an
important aspect of research.
• The three basic methods used to gather
information in educational psychology are
descriptive, correlational, and experimental.
5. Descriptive Research
• Descriptive research has the purpose of
observing and recording behavior.
• Descriptive research cannot prove what causes
some phenomenon, but it can reveal important
information about learner’s behavior and
attitudes (Stake, 2010).
6. • Observation literally means looking outside
oneself. Facts are collected by observing evident
behavior of the individual in order to locate
underlying problem and to study developmental
trends of different types.
• Observation is highly systematic. It requires
knowing what you are looking for, conducting
observations in an unbiased manner, accurately
recording and categorizing what you see, and
effectively communicating your observations
(Langston, 2011).
Observation, Interviews and
Questionnaires
7. Observation, Interviews and
Questionnaires
• Observation is the most commonly used for
the study of human behavior
• Observation means ‘perceiving the behavior
as it is”, it deals with the clear behavior of
persons in appropriate situations.
8. Observation Process
• 1- Observing the behavior of individuals under
study.
• 2- Recording carefully and immediately the
behavior observed
• 3- Analyzing and Interpreting objectively and
scientifically the behavior patterns.
• 4- Generalizing based upon analysis and
interpretation of the data gathered through the
observation method
9. Observation, Interviews and
Questionnaires
• The quickest way to get information about
students and teachers is to ask them for it using
interviews and questionnaires.
• Most interviews take place face-to-face, although
they can be done in other ways, such as over the
phone or the Internet.
• Questionnaires usually are given to individuals
in written form. They, too, can be transmitted in
many ways, such as directly by hand, by mail, or
via the Internet.
10. Standardized tests & Case
Studies
• Standardized tests play an important role in
educational psychology issue, which involves
holding teachers and students responsible for
student performance.
• A case study is an in-depth look at an
individual. The findings can not be generalized
to other people.
11. Focus Groups
• In focus groups people are interviewed in a
group setting, usually to obtain information
about a particular topic or issue (Given, 2008).
• Focus groups typically consist of five to nine
people in which a group facilitator asks a
series of open-ended questions.
• Focus groups can be used to assess the value
of a or program or the benefits of a program
for students.
12. Correlational Research
• In correlational research, the goal is to describe
the strength of the relation between two or
more events or characteristics.
• Correlational research is useful because the
more strongly two events are correlated
(related or associated), the more effectively we
can predict one from the other (Levin & Fox,
2011)
13. Experimental Research
• Experimental research allows educational
psychologists to determine the causes of
behavior.
• If the behavior under study changes when a
factor is manipulated, we say that the
manipulated factor causes the behavior to
change.
• Cause is the event that is being manipulated.
Effect is the behavior that changes because of
the manipulation.
15. • In experimental research the manipulated
factor causes the behavior to change.
• Experimental research is the only truly reliable
method of establishing cause and effect
(Jackson, 2011).Because correlational research
does not involve manipulation of factors, it is
not a dependable way to isolate cause
(Mitchell & Jolley, 2010).
Experimental Research
16. • To categorize research methods, researchers
use the quantitative research and qualitative
research.
• Quantitative research employs numerical
calculations in an effort to discover
information about a particular topic.
• Qualitative research involves obtaining
information using descriptive measures such as
interviews, case studies, and focus groups, but
not statistically analyzing the information.
Categorizing research methods:
17. • Mixed methods research involves research that
blends different research designs and/or
methods.
• Mixed methods consists of using both
quantitative and qualitative research designs to
obtain greater scope and depth of information
about a particular topic.
Categorizing research methods:
18. Teacher-researcher
• Learning about educational research methods
increases teacher-researcher role because the
more knowledge you have about research in
educational psychology, the more effective
you will be in the increasingly popular
19. Teacher-researcher
• The concept of teacher-as-researcher (also
called teacher-researcher) is the idea that
classroom teachers can conduct their own
studies to improve their teaching practices
(Plano Clark & Creswell, 2010)
20. • The teacher-researcher uses methods such as
participant observation, interviews, and case
studies to obtain information.
• Teacher-researcher may be able to create an
intervention strategy that improves the
student’s behavior.
Teacher-researcher
22. Action Research
• Action Research is used to solve a specific
classroom or school problem, improve
teaching and other educational strategies, or
make a decision at a specific location ( Mills,
2011).
• Action research is carried out by teachers and
administrators rather than educational
psychology researchers.
23. • The practitioners might follow many of the
guidelines of scientific research to make the
research and observations as systematic as
possible to avoid bias and misinterpretation.
• Action research can be carried out school-wide
or in more limited settings by a smaller group
of teachers and administrators; it can even be
accomplished in a single classroom by an
individual teacher (Hendricks, 2009).
Action Research
24. • Action research deals with the following
themes:
1- Empowerment of participants
2- Collaboration through participation
3- Acquisition of knowledge
4- social change
Action Research
25. Action Research
Why.. And How?!
• Action research is a systematic observation of
one's own teaching practice.
This short video describes the steps.
https://www.youtube.com/watch?v=NaJU42_wN
7M
26. • 1- Selecting a focus: Identification of the
problem focus
• 2- Clarifying theories;
• 3- Identifying research questions Collection and
organization of data
• 4- Collecting & Interpreting data
• 5- Analyzing data: Action based on data
• 6- Reporting results
• 7- Taking informed action: Reflection
Steps in Action Research
29. Sample 1
• The Existing Need:
Negative student behavior
• Aim:
Impact of Extra-Curricular Activities on Student
Behavior and Academic Success
• Research Question/Hypothesis:
“ Will extra- curricular activities reduce the
number of school suspensions in the 8th grade
class”.
30. • literature review:
Much literature exists on the subject of unwanted
student behavior inside and outside of the
classroom. Researchers are pushing schools to
find new ways of modifying the unwanted
student conduct through alternative methods.
Sample 1
31. • Participants:
Grades 7 through 9 will be participating in the
study. All students will be allowed to participate
in the program. There will be multiple teachers
in different classrooms, as well as sport teachers.
Sample 1
32. • Intervention:
will consist of after school activities that students
can participate in which will span multiple
themes. Classes will be offered between 3-5 days
a week for an hour and fifteen minutes per
session.
Sample 1
33. Sample 2
• The Need:
I would like to understand the positive and/or
negative emotional and mental impact on the
children. I believe that to fully implement
appropriate inclusion, we should look at the
emotional and mental impact of inclusion.
• Purpose of the Action Research:
Determine the positive and negative impact(s) of
full inclusion on the special needs learners and
within general education classrooms in a high
school setting.
35. • literature review:
Inclusion is a complex intention that requires
more than helping a youth develop a friendship
with a prosocial peer of disabilities and
behavioral differences.
Sample 2
36. • Intervention:
I will design my interventions to increase the
number of positive interactions, including
classroom contacts as well as out of classroom
contacts.
Sample 2
37. • The effects of parent contribution on
reading/writing abilities and interests.
• Impact of technology on parent-school
communication.
• Effect of teaching strategies used in a multi-
age setting compared to strategies used in
traditional settings on student reading
achievement.
Suggested titles
38. Suggested titles
• Increasing English Learner achievements with
Software Intervention Programs.
• Developing Critical Thinking Using an Online
Discussion Opportunity with intermediate
Graders.
• Poor performance of 7th grade learners in open
response assessments in science.
39. Suggested titles
• Improving Reading Fluency and
Comprehension With (wikis – blogs- or any
software).
• Increasing learner awareness of the benefits of
enrolling in robotics in hopes of increasing the
number of learner participation.
• Improving student engagement on activities
and tasks via self-regulation strategy or/and
technology
40. • Effectiveness of web-based parent teacher
communication
• Evaluating the Effectiveness of Student e-
Portfolios in Creating a Culture of self-
Efficacy in Classrooms.
• Enhancing learner practice and fulfilling
educational responsibilities.
Suggested titles
