MCMU- Faculty of Letters and languages(Department of English Language)

Educational Psychology
M1/ G1-2

Q1. What is educational psychology ?

Educational psychology as the science of education

In the words of E.A. Peel, “Educational Psychology is the science of Education”.

According to Charles. E. Skinner, “Educational psychology deals with the behaviour of human beings
in educational situations”.

Thus, it is that branch of psychology in which the findings of psychology are applied in the field of
education. It is the scientific study of human behaviour in educational setting.

Q2. What are the two ultimate goals of educational psychology ?

Educational Psychology is concerned primarily with

1- understanding the concepts, principles, and theories related to the processes of teaching and
learning.( theoretical part of the field)
2- The Application of these theories, principles and concepts in the practice of instruction that
take place within formal environments. ( the practical part of the field)

Q3. What topics are educational psychologists concerned with ?

Educational psychology covers important topics like

- Learning : theories, strategies, Models, styles-domains, stages, factors affecting it , role
of the learner
- Teaching : methods, teaching practices , styles, role of the teacher
- Motivation : motivational strategies, enhancement of motivation
- Development and growth: cognitive, emotional, and moral development
- Learning environment : classroom management
- Assessment of learning : assessment forms, tools

Q4. Questions educational psychologists try to answer in relation with these topics
- What makes a good learner ? What are the most effective learning strategies ?
- What makes a good teacher ? What are the most effective teaching strategies ?
- How to enhance motivation in learners ?
- How can cognitive development influence learning ?
- How to ensure a safe, supportive and empowering learning environment ?
- What are the different assessment forms ? When to use each form ? … etc

Q5. To answer the questions above, What are the two main sources of knowledge and theories in
educational psychology ?

General psychology : Educational psychologists may rely on concepts, principles, and theories
related to the processes of teaching and learning, human development and growth, personality types
from general psychology.

Continuous research : Thanks to continous research in the field of education, educational

psychology is considered as an ever-growing or ever-evolving field of study.
Lesson II : History of Educaional Psychology
Research in Educational Psychology

Lesson III
Learning Theories
Introduction
I. Behaviourism
II. Cognitivism
III. Constructivism
IV. Social Cultural Theory
V. Humanism
VI. Connectionism
Introduction
One of the main goals of educational psychology is to understand how people learn. To do so, we need
to know about the theories of learning which encompass a set of principles and views about how
people learn.
There are several learning theories that have been proposed to explain how people acquire knowledge
and skills. Some of the most influential theories are:

I. Behaviourism

1. Main Focus / Definition of Learning For Behaviourists

This theory, developed by psychologists such as Ivan Pavlov and B.F. Skinner, focuses on observable
behaviors and how they are shaped by environmental stimuli and consequences. According to
behaviorism, learning occurs through a process of conditioning, in which a response to a stimulus is
reinforced or punished, leading to the strengthening or weakening of the behavior.
For behaviourists, learning is a process of associations and reinforcement/ punishment

2. Core Principles of Behaviorism

• Learning is the process of acquiring new knowledge and skills through experience, study,
and observation. Thus learning can take place by doing. Learning by doing1
• Behaviors are learned through conditioning - associating a behavior with a rewarding or
punishing consequence to strengthen or weaken it.
• Reinforcement strengthens behaviors by providing positive consequences when the desired
behavior occurs. Reinforcement learning 2
• Punishment weakens behaviors by applying negative consequences when unwanted
behaviors occur.
• Extinction weakens behaviors by removing any rewards that previously maintained the
behavior.
 • Observational learning involves acquiring knowledge by observing and imitating others'
behaviors and the consequences. Observational learning3
 Edward Thorndike's Theory is based on the idea that learning occurs through the
formation of associations between stimuli and responses. These associations, also known
as habits, are strengthened or weakened depending on the nature and frequency of the
stimulus-response pairings.

3. Critique
While behaviorism has been applied in fields like education, psychology, and business to develop
teaching methods, behavior modification, and marketing strategies, critics argue it overlooks internal
mental processes and emotions that are key to understanding behavior and addressing complex
psychological issues.
Learning is not only influenced by external( environmental stimuli( factors); It is also shaped by what
happens in the mind ( internal factors like : memory, thoughts, feelings and motivation)
4. Shift from Behaviourism to cognitivism( Albert Bandura’s social learning theory)
These internal factors were emphasised by Albert Bandura’s in his social learning theory. According
to which learning can take place through modelling involving the following :

- Observation : Observing behaviours of others in the surroundings( just like

behaviourists and their emphasis on external/ environmental factors).
- Imitation : An individual imitates what he observed.
- Reproduction :

According to Bandura, imitating others’ behaviours necessitates both memory( to

remember what one has observed) and the motivation to imitate.
By stressing the importance of observing behaviours in the surroundings (external
stimuli) and both memory and motivation( internal factors), Bandura’s social learning
theory constitutes a bridge between bahaviourism and cognitivism.

5. Applications of Behaviorist Theory

- Drill / rote work - Repetition practice - Bonus points (providing an incentive to do
more) - Participation points (providing an incentive to practice) - Verbal reinforcement
(saying ‘good job’) - Establishing rules

To conclude, the behavioral theory of learning has many implications – good and bad
– in the classroom. Some of them will have a positive impact on learning while others
may be detrimental to the learning process. It is the responsibility of the teacher to be
aware of the implications his or her learning theories have in the classroom.
Behaviorist instruction does not prepare the learner for problem solving or creative
thinking. Learners do what they are told to do and not take the initiative to change or
improve things. The learner is only prepared for recall of basic facts, automatic
responses or performing tasks. According to Whitebread (2012): “the fundamental
problem with the behaviorist approach was that it characterized learning as an
essentially passive process, consisting of forming simple associations between events,
and being dependent upon external rewards or reinforcements”. (p. 115)
 II. Cognitivism

1. Main Focus
This theory, developed by psychologists such as Jean Piaget and Noam Chomsky, emphasizes
the role of mental processes and internal representations in learning.

In contrast to behaviorism's focus on observable behaviors and reinforcement, cognitivism

proposes that people actively construct knowledge and understanding of the world through
cognitive processes like perception, attention, memory, and problem-solving (Bandura, 2009).
One of the most important cognitive theories is referred to as informaton Processing Model.

2. Cognitive Contributions to Education

By highlighting internal mental activities, cognitivism has deeply influenced education,

spurring
-the creation of instructional design theories
- and active learning strategies
that promote critical thinking and problem-solving skills.

 Cognitive learning strategies encompass a range of techniques that can be employed

by educators and learners to enhance the learning process. These strategies aim to
facilitate the storage of acquired knowledge in long-term memory, thereby
contributing to the development of a comprehensive knowledge base.

1- Repetition
2- Spaced Practice
3- Writing information in your own words
4- Visualisation
5- Teach it to someone else
6- Quiz yourself

By employing these cognitive learning strategies at different stages of the learning cycle,
educators and learners can enhance the conceptualization of new knowledge and foster a
deeper understanding of the subject matter.

III. Constructivism
1. Main Focus
This theory, developed by psychologists such as Lev Vygotsky and Jean Piaget, emphasizes the active
role of the learner in constructing their own understanding of the world.
According to constructivism, learning occurs through a process of assimilating new information
into existing knowledge structures, and accommodating these structures to fit new experiences.
Besides, constructivism posits that individuals can acquire knowledge through the process of
discovering and solving problems. The primary objective of education is to facilitate the enhancement
and enrichment of one's knowledge.
Esteemed scholars such as J. Dewey, L. Vygotsky, J. Piaget, J. Bruner, S. Papert, and M. Resnick have
contributed to the development of this theory. Constructivism is founded on five distinct stages,
namely:
• Activating previously acquired knowledge
• Acquiring new knowledge
• Comprehending acquired knowledge
• Applying acquired knowledge
• Receiving feedback.
Supporters of Constructivism argue that the application of Behaviorism in the educational process
promotes a teaching approach that is centered on the individual rather than teamwork.

2. Some Key Principles of Constructivism

Key principles include

 learners constructing their own knowledge, building on prior knowledge, active
learning through experience, and reflection on the learning process.

• Learners build their own knowledge and comprehension by experiencing and engaging with
their surroundings. ( like behaviourism)

• Learning involves active and creative processes, not just passively receiving information.
( like cognitivism)
• Learning is a collective and cooperative process because learners develop understanding
through collaborating.
• Constructivists believe learners should be encouraged to ask questions, make connections,
and reflect on their learning process to gain deeper comprehension. Thus, learners should be
prompted to inquire, associate ideas, and reflect on their learning methods.
• Teachers should facilitate learning by supplying chances for learners to explore and uncover.
• Learning should relate to learners' experiences and interests. Constructivism has been used
in inquiry-based, project-based, and problembased learning to foster active student
engagement.

3. Main Constructive Theories of Learning

3.1 Piaget's primary theory posits that knowledge is not simply transmitted, but rather it
is structured. As a result, the teaching process should establish the criteria through which
students can acquire more cognitive skills. To achieve this, there must be active interaction
between the teacher and students, as well as among the students themselves (Duckworth,
1964).
3.2 Bruner's Theory of Discovery Learning (1961) asserts that learning is a process
that relies on trial, research, discovery, and reconstruction, through which individuals acquire
knowledge.

Constructivism is an educational and psychological theory emphasizing learners' active role in

building their own knowledge and understanding of the world, rather than just acquiring it
 from external sources. This approach proposes that learners construct their own mental models
based on their experiences and environment, instead of passively absorbing information.
IV. Humanism
1.Main Focus
This theory, developed by psychologists such as Carl Rogers and Abraham Maslow, emphasizes
the importance of the learner's personal experiences, values, and motivations in learning.
2. Definition of Learning
According to humanism, learning is a holistic process that involves the integration of
cognitive, affective, and psychomotor domains, and is facilitated by a supportive and
empowering learning environment.
Humanism encourages individuals to actively shape their own lives and communities (David,
2015).

3. Key Principles
Humanism's perspective on education can be deconstructed into various fundamental
principles.
 it emphasizes the concept of free will, which implies that every individual has the liberty
to make their own choices.
 it recognizes the importance of positive emotions in the learning process, as emotions
and intellect are interconnected.
 humanism asserts that intrinsic motivation is an inherent trait in humans, which drives
them to strive towards becoming the best version of themselves.

V. Connectionism
1. Main Focus and
This theory, developed by psychologists such as David Rumelhart and Geoffrey Hinton, emphasizes
the role of neural networks and distributed representations in learning.
2. Definition of Learning
According to connectionism, learning involves the strengthening or weakening of
connections between neurons in the brain, leading to the formation of complex patterns of
activity that represent knowledge and skills.

3. Key Principles :
 The theory suggests that mental processes are a result of synaptic and neural activity,
where information is processed through patterns of activation that spread throughout the
brain.
 When information is received by the brain, neurons are triggered and form a distinct
pattern, leading to a specific output and the creation of networks between neurons
(Medler, 1998).
 the human brain processes information through interconnected neural networks rather than
discrete symbolic rules.
 In connectionist models, information is represented and processed via the strength and
direction of connections between nodes. Connectionism has been applied to cognitive
tasks like language and memory.
 VI. Socialcultural Learning Theory

The sociocultural theories of learning posit that the acquisition of knowledge is shaped by
social factors and occurs within environments where individuals engage in collaborative,
communicative, and interactive activities.
Sociocultural Learning Theory offers a framework for understanding how learning happens
through social and cultural contexts. It proposes that learning is an active, dynamic process
facilitated by cultural tools, more knowledgeable mentors, and the influence of sociocultural
environments.

Vygotsky (1978) introduced the concept of the zone of proximal development (ZPD) to
illustrate how social interaction and learning contribute to the development of knowledge.

Socialculture learning theory:

1. Main Focus : The sociocultural theory highlights the significance of social interaction in
shaping individuals' cognitive growth.
2. Learning : According to this theory, human learning is primarily influenced by social factors,
and one's cognitive abilities are shaped by their interactions with others in their environment.
Based on the sociocultural theory, individuals' psychological growth is influenced to some extent
by mentors in their lives, including caregivers and educators. Additionally, engaging in social
and cultural activities contributes to the personal development of individuals' beliefs and values.
Consequently, this theory underscores the impact of peers and mentors on individual learning, as
well as the significance of people's attitudes and cultural beliefs in shaping their learning
experiences.

3. key principles

• Mediation: Learning involves utilizing cultural tools like language, symbols, and artifacts
to represent and transform knowledge. Sociocultural learning theory emphasizes the role of
language and communication in cognitive development. Language serves as a tool for
thinking, solving problems, and understanding the world around us,
• Collaboration: Learning occurs through social interaction and working together, allowing
learners to jointly construct their understanding of the world.
• Activity: Learning requires active engagement as learners participate in meaningful,
purposeful activities to build their own understanding.
• Context: Learning is influenced by social and cultural contexts including values, beliefs, and
norms.
• Development: Learning builds on prior knowledge and experience to progressively
construct new understanding. *

• Scaffolding: interacting with more knowledgeable people, learners acquire new concepts
and ideas, expand their vocabulary, and develop higher-order thinking skills.More
knowledgeable people facilitate learning by providing support and guidance to help learners
build their own understanding. Lave (1998) built upon this theory with her concept of
Situated Learning, which asserts that learning is most effective when it occurs within a
specific context and is supported by social and cognitive resources.
 Social cultural Theories
These theories were heavily influenced by Vygotsky's (1962) theory of social development,
which emphasizes the crucial role of social interaction in the learning process.

- Another variation of this theory is Cognitive Apprenticeship (Collins, Brown, &

Newman, 1989), which suggests that learning can be optimized through guided practice
and feedback from an expert educator who helps the learner achieve their goals.

- The concept of “developmental proximal zones” is central to sociocultural learning.

This refers to the gap between what a person can do independently and what they can
achieve with the guidance and support of others. Vygotsky believed that learning occurs
most effectively when learners are given appropriate tasks that are beyond their current
abilities.
- Lave’s Situated Learning Theory (1998)

Another important aspect of sociocultural learning is the influence of cultural values, beliefs,
and practices on the learning process.

Learning is not seen as a purely individual endeavor, but as a collective activity influenced by
cultural norms and expectations. Cultural tools such as symbols, artifacts, and technology
shape the way we learn and understand the world. Overall, sociocultural learning theory
emphasizes the importance of social interaction, cooperation, and cultural context in the
learning process. We recognize that learning is a dynamic and social activity that occurs
through meaningful interactions with others and within specific cultural contexts.

Conclusion

In conclusion, the main theories of learning in education provide valuable frameworks for
understanding how individuals acquire knowledge, develop skills, and undergo personal
growth through educational experiences. From behaviorism, which emphasizes observable
behaviors and reinforcement, to cognitivism, which focuses on mental processes like memory
and problem-solving, to constructivism, which highlights the active construction of knowledge
through social interaction and reflection, each theory offers unique insights into the learning
process. Additionally, transformative learning theories, such as Mezirow's theory, underscore
the potential for profound shifts in perspectives and beliefs through critical reflection and
selfexamination. By integrating these diverse theories into educational practices, educators can
create dynamic learning environments that cater to the diverse needs and learning styles of
students, fostering engagement, critical thinking, and lifelong learning. Ultimately, a
comprehensive understanding of these main theories of learning can inform effective teaching
strategies, curriculum design, and support systems that promote student success and holistic
development in educational settings.

These theories have influenced educational practice in various ways, from the design of instructional
materials and teaching strategies to the development of assessment and evaluation methods. They have
also led to ongoing debates and controversies, as researchers and practitioners grapple with the
complex and multifaceted nature of learning.