2. THEORY vs PRINCIPLE
Theory will provides a general explanation for
observations made over time, explains and
predicts behavior, and may be modified while
Principle it is a standard or rule of personal
conduct, a set of such moral rules and a
fundamental or general truth or law.

3. Divide 30 by ½ and add 10. What is the answer?
You are participating in a race. You overtake the
second person. What position are you in?
Mary’s father has five daughters. 1. nana, 2. nene, 3.
nini, 4. nono. What is the name of the fifth daughter?
What relation is your niece’s brother to you?

4. Socrates
Socratic Method
- question and answer method.

5. Plato
 Student of Socrates. Most
influential philosopher of all time.
 Virtue can be taught.
- wisdom
- knowledge
- justice

6. Social constructivism
Dewey
Curriculum should arise from student interests.
Curriculum topics should be integrated, not isolated.
Education is growth, rather than an end in itself.
Learning occurs through its connection with life,
rather than through participation in curriculum.
Learning should be hands on and experience
based, rather than abstract.

7. Vygotsky:
Scaffolding
the assistance that an expert gives a novice to
help him/her reach higher than would be possible by
the novice’s efforts alone.

8. Piaget: Cognitive development
Child’s 4 stages of cognitive development
1. Sensorimotor (birth-2 yrs.) –explore world through senses and motor
activity. Cannot differentiate between self and environment (if they cannot
see, it doesn’t exist)
2. Preoperational: (2-7) – develop greater abilities to communicate via speech
and to engage in symbolic activities (drawing object, play pretending and
imaging).
3. Concrete operational (7-11) – increase in abstract reasoning ability and
ability to generalize.
4. Formal operations (12-15) – can form and test hypotheses, organize
information, reason scientifically, show results of abstract thinking in the form
of symbolic materials.

9. Gardner: Multiple intelligences
Dr. Howard Gardner is the only one that attempt to define the role of
intelligence in learning.
Types of intelligence:
Linguistic; Musical; Logical-mathematical; Spatial; Bodily-
kinesthetic; Intrapersonal; Interpersonal; Naturalist.
Educational implication: teachers need to try to determine which types of
intelligence each student has and direct the student to learning
activities that capitalize on these innate abilities.

10. USE OF THEORIES IN EDUCATION
 It gives a better idea of the purpose behind teaching and
learning, it enhances teaching and learning and provides a
guide to the teacher and learner in achieving grades and getting
results.
 They give us a guide of the different methods use to enhance
learning in the classroom.
 Theories are important to education and training because it
arms the teacher effective ways to meet the learning needs of
learners. Theories give a deeper incite on the mindset /
background of the learners.

11. USE OF THEORY IN PSYCHOLOGY
 There are numerous psychological theories that are
used to explain and predict a wide variety of behaviors.
What exactly is the purpose of having so many
psychological theories? These theories serve a number
of important purposes.
 Theories provide a framework for understanding human
behavior, thought, and development. By having a broad
of understanding about the how’s and why’s of human
behavior, we can better understand ourselves and
others.

12. USE OF THEORY IN PSYCHOLOGY
 Theories create a basis for future research.
Researchers use theories to form hypotheses that can
be tested.
 Theories are dynamic and always changing. As new
discoveries are made, theories are modified and
adapted to account for new information.

13. Bibliography
Dorin, H., Demmin, P., Gabel, D. (1990). Chemistry: The study of matter.
(3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.
OCSLD: The oxford centre for Staff and Learning Development.
http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html
[09/18/2003]
Roblyer, M., & Edwards, J. (2000). Integrating educational technology
into teaching (2 ed.). New Jersey: Prentice-Hall.
Wilson, B. (1997). Reflections on constructivism and instructional design.
In C. Dills & A. Romiszowski (Eds.), Instructional development paradigms.
Englewood Cliffs, NJ: Educational Technology Publish.
http://carbon.cudenver.edu/~bwilson/construct.html [09/18/2003]