pirma tema

Educational psychology

Study of teaching and learning processes in educational settings

Behaviorist approach

Learning as a change in observable behavior shaped by environment

Teacher role (behaviorism)

Controls environment and shapes behavior using reinforcement

Student role (behaviorism)

Passive; responds to external stimuli

Motivation (behaviorism)

External; rewards and punishments

Learning mechanism (behaviorism)

Conditioning through reinforcement and repetition

Goal of learning (behaviorism)

Match behavior to predefined educational goals

Instruction features (behaviorism)

Structured tasks, repetition, feedback, reinforcement, monitoring

Cognitive approach

Learning as active mental processing and understanding

Teacher role (cognitive)

Facilitator; creates opportunities for discovery and understanding

Student role (cognitive)

Active; explores, thinks, solves problems

Motivation (cognitive)

Internal; curiosity and satisfaction from understanding

Learning mechanism (cognitive)

Connecting new information with prior knowledge → insight

Key idea (cognitive)

Learning through self-discovery and problem-solving

Curriculum (cognitive)

Interaction with people, ideas, environment

Insight

New understanding formed by linking concepts

Humanistic approach

Focus on personal growth and self-actualization

Teacher role (humanistic)

Supporter; sensitive to student’s needs

Student role (humanistic)

Naturally motivated, self-directed

Motivation (humanistic)

Intrinsic; personal growth and self-actualization

School function (humanistic)

Develop harmonious personality and problem-solving ability

Learning environment (humanistic)

Safe, no fear of mistakes, low strict discipline

Bronfenbrenner ecological model

Development influenced by nested environmental systems

Microsystem

Immediate environment (family, school, peers)

Microsystem interaction

Direct and bi-directional

Microsystem impact

Strongest and most immediate influence

Mesosystem

Interaction between microsystems (e.g., parent–teacher)

Mesosystem function

Connects different environments

Mesosystem impact

Depends on quality of relationships

Exosystem

Indirect environment (parent’s work, media)

Exosystem feature

Child not directly involved

Exosystem example

Parent stress affects child

Macrosystem

Culture, values, socioeconomic conditions

Macrosystem impact

Shapes beliefs, opportunities, development context

Chronosystem

Time-based changes and life events

Chronosystem examples

School start, divorce, moving, historical events

Chronosystem impact

Development changes over time

Teacher-student interaction

Strongly affects educational outcomes

Parent-teacher relationship

Should be cooperative for positive development

Student role in class

Active, engaged, socially involved

Teacher awareness

Must consider social and economic background

Educational environment goal

Supportive and interactive learning setting

Behaviorism vs Cognitivism

External behavior shaping vs internal mental processes

Cognitivism vs Humanism

Thinking processes vs personal growth and emotions

Behaviorism vs Humanism

External control vs intrinsic motivation and freedom

Reinforcement

Strengthening behavior through rewards or consequences

Internal motivation

Motivation driven by interest and satisfaction

External motivation

Motivation driven by rewards and punishments

Self-actualization

Achieving full personal potential