Anonymous
Jan 16
What are the psychological principles in the teaching and learning process with current references and citations?
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Jan 16
There are several psychological principles that play a crucial role in the teaching and learning process. Here are a few key principles along with current references and citations to support them:
1. Active Learning: Active learning involves engaging students in the learning process through activities that require them to think, analyze, and apply knowledge actively. Research has consistently shown that active learning strategies lead to better learning outcomes compared to passive learning approaches (e.g., lectures). For example, a meta-analysis by Freeman et al. (2014) found that active learning strategies increased student performance and reduced failure rates in STEM courses.
Reference:
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
2. Cognitive Load Theory: Cognitive load theory suggests that learners have limited cognitive resources, and an excessive cognitive load can hinder learning. By managing the cognitive load, teachers can optimize learning. For example, Sweller's cognitive load theory emphasizes the importance of reducing extraneous cognitive load (e.g., unnecessary information) and increasing germane cognitive load (e.g., meaningful learning activities). A study by Kalyuga et al. (2015) demonstrated the effectiveness of cognitive load theory in improving learning outcomes.
Reference:
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2015). The expertise reversal effect. Educational psychologist, 50(1), 23-31.
3. Social Cognitive Theory: Social cognitive theory emphasizes the role of observational learning, self-efficacy, and self-regulation in the teaching and learning process. According to Bandura (1986), individuals learn by observing others and imitating their behaviors. Additionally, self-efficacy, or one's belief in their ability to succeed, influences motivation and learning outcomes. A study by Zimmerman (2000) highlighted the importance of self-regulation in academic achievement.
Reference:
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
4. Constructivism: Constructivism suggests that learners actively construct knowledge by integrating new information with their existing knowledge and experiences. This theory emphasizes the importance of hands-on, inquiry-based learning activities. A study by Hmelo-Silver et al. (2007) demonstrated the effectiveness of constructivist approaches in promoting deep learning and problem-solving skills.
Reference:
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.
These are just a few examples of psychological principles in the teaching and learning process. There is a vast body of research on this topic, and further exploration can provide additional insights into effective instructional practices.
1. Active Learning: Active learning involves engaging students in the learning process through activities that require them to think, analyze, and apply knowledge actively. Research has consistently shown that active learning strategies lead to better learning outcomes compared to passive learning approaches (e.g., lectures). For example, a meta-analysis by Freeman et al. (2014) found that active learning strategies increased student performance and reduced failure rates in STEM courses.
Reference:
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
2. Cognitive Load Theory: Cognitive load theory suggests that learners have limited cognitive resources, and an excessive cognitive load can hinder learning. By managing the cognitive load, teachers can optimize learning. For example, Sweller's cognitive load theory emphasizes the importance of reducing extraneous cognitive load (e.g., unnecessary information) and increasing germane cognitive load (e.g., meaningful learning activities). A study by Kalyuga et al. (2015) demonstrated the effectiveness of cognitive load theory in improving learning outcomes.
Reference:
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2015). The expertise reversal effect. Educational psychologist, 50(1), 23-31.
3. Social Cognitive Theory: Social cognitive theory emphasizes the role of observational learning, self-efficacy, and self-regulation in the teaching and learning process. According to Bandura (1986), individuals learn by observing others and imitating their behaviors. Additionally, self-efficacy, or one's belief in their ability to succeed, influences motivation and learning outcomes. A study by Zimmerman (2000) highlighted the importance of self-regulation in academic achievement.
Reference:
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.
4. Constructivism: Constructivism suggests that learners actively construct knowledge by integrating new information with their existing knowledge and experiences. This theory emphasizes the importance of hands-on, inquiry-based learning activities. A study by Hmelo-Silver et al. (2007) demonstrated the effectiveness of constructivist approaches in promoting deep learning and problem-solving skills.
Reference:
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.
These are just a few examples of psychological principles in the teaching and learning process. There is a vast body of research on this topic, and further exploration can provide additional insights into effective instructional practices.
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