Faculty of Education and Language

FACULTY OF EDUCATION AND LANGUAGE
SEMESTER 1 / 2015
HMEF5043
EDUCATIONAL PSYCHOLOGY
MATRICULATION NO : CGS01068406
IDENTITY CARD NO. : 770915-01-5624
TELEPHONE NO. : 012-7576809
E-MAIL : leesi77@oum.edu.my
LEARNING CENTRE : Kuala Lumpur Learning Centre

HMEF5043 EDUCATIONAL PSYCHOLOGY
TABLE OF CONTENTS
PART A: Educational Psychologist Contributions and Relevance to My Teaching
Environment
John Dewey 3
Jean Piaget 5
Lev Vygotsky 8
Jerome Bruner 10
Part B: Activities Designed according to Formal Operational Stage
Method used to identify Piaget’s Cognitive Stages of Development 14
Activity 1 15
Activity 2 17
Activity 3 18
Activity 4 19
Activity 5 21
Evaluation on the suitability of the activities 23
Appendix A 25
Appendix B 33
Appendix C 34
Appendix D 35
Appendix E 36
Appendix F 39
References 44
2
Part A
Title: Educational Psychologist Contributions and Relevance to My Teaching
Environment
John Dewey
1.0 Introduction
John Dewey was an American psychologist and philosopher who emphasized
on learning through personal environment. For Dewey, knowledge is constructed by
individual through the interaction with environment.
2.0 Contributions or important findings
2.1 Dewey recommended a primary function of schooling that would equipped
young people live in a democratic society and that’s reflection on personal
experiences would afford the basis for more successful living. Dewey
mentioned that students must have curiosity or interest in their learning. They
need to understand the applications of the knowledge or skilled learned.
Students are ready to learn when they have the necessary prerequisite
experiences. The prerequisite experiences would to the usefulness of the
knowledge learned.
2.2 Dewey also highlighting on the preparation of children and youth for living in
and supporting a democratic society. This view directed him to advocate social
interaction as main source of instruction. As we know transmission of culture
from one generation to the next generation must be go through by the
interaction between adults and children. Students should be allowed and
3
encouraged to develop their social communication skills. Generally,
communications is the nonstop experience of interacting to reach a practical
purpose.
2.3 Dewey claimed that education and learning are social and interactive
processes. The school itself is a social institution. Moreover, he believed that
students thrive in an environment where they are allowed to experience and
interacting with the curriculum. All students should take part in their own
learning.
3.0 Relevance of findings to my teaching environment
Dewey proposed that teachers should be a guide and director. Teacher is the
person who steer the boat and the energy should be come from those who are
learning. Teachers also need to aware of the past experience of students such as
students’ interests and desires. If teachers are able to trace students’ interests and
teachers should be the person to build curiosity to the subject learned. Activities will be
given to students which are related to their life. Knowledge should come from spontaneous
activities of the students based on principles of learning. The most important view
proposed by Dewey is all the learning should be student-centered. Teachers will
inspire a desire for knowledge and will serve as guides in students learning, rather
than as task-masters. Besides, teachers are responsible to educate students become
more creative and artistic ability in order to engage students in critical-inquiry. In my
opinion, we are now in 21st century, we are teaching the 21st century students. We are
encouraged to follow the theories of Dewey in our teaching.
4
Jean Piaget
1.0 Introduction
Jean Piaget was a Swiss biologist, philosopher and behavioral scientist who
established one of the most important theories in cognitive psychology. To Piaget,
intelligence is denoted by how an organism interacts with its environment through
mental adaptation. The adaptation is measured through mental organizations that an
individual uses to characterize the world.
Piagetian theory can be discussed in two parts.
2.1 Theory of adaptation and the process of using cognitive schemes
Piaget hypothesized that infants are born with schema functioning at
birth that he called "reflexes." The infant uses these reflexes to adapt to the
environment, these reflexes are quickly replaced with constructed schema.
Piaget defined two processes used by the individual in its attempt to adapt:
assimilation and accommodation. Both of these processes are used throughout
life as the person increasingly adapts to the environment in a more complex
way. Assimilation is the process of using or transforming the environment so
that it can be placed in preexisting cognitive structures. Accommodation is the
process of changing cognitive structures in order to accept something from the
environment. Both processes are used simultaneously and alternately
throughout life. Individual adapts to environment by way of interaction, Piaget
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said that perception is deal with mind and environment, and knowledge is
created and used into cognitive structures.
2.2 Theory of cognitive developmental stages
2.2.1 Sensorimotor (0 – 2 years)
In this period, intelligence is demonstrated through motor
activity without the use of symbols. Knowledge of the world is limited
because it’s based on physical interactions or experiences. Infants
acquire object permanence at about 7 months of age. Physical
developments like mobility, crawling, and walking allows the infant to
begin evolving new intellectual abilities. Some symbolic and language
abilities are developed at the end of this stage.
2.2.2 Preoperational (2 – 7 years)
In this period, intelligence is demonstrated through the use of
symbols, language use matures, and memory and imagination are
established, but thinking is done in a non-logical, non-reversible
manner. Egocentric thinking predominates.
2.2.3 Concrete operational (7 – 11 years)
In this stage, intelligence is demonstrated through logical and
systematic manipulation of symbols related to concrete objects.
Operational thinking improves mental actions that are reversible,
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which means the child can interact with the environment and
understand conversation. Egocentric thought diminishes.
2.2.4 Formal operational (11 years onward)
In this stage, intelligence is demonstrated through the logical
use of symbols related to abstract concepts. Early in the period there is
a return to egocentric thought. The important abilities are able to think
abstractly, morality, justice, and the nature of existence and to provide
alternative.
To Piaget, teachers must activate prior experiences, knowledge, and learning
strategies in order to successfully present new information. At first, teachers should
cautiously evaluate the current stage of a child's cognitive development and only
assign tasks for which the student is ready. The students can then be given tasks that
are personalized to their developmental level and are motivating. Teachers must
provide students with learning chances that enable them to progress through each
developmental stage. This can be achieved by creating disequilibrium. Teachers
should retain a proper balance between actively guiding the students and allowing
opportunities for them to discover things on their own to learn through discovery.
Teachers should be concerned with the process of learning rather than the end
product. For example, the teacher should observe the way a student manipulates play
dough instead of concentrating on a completed shape. Students should be encouraged
to learn from each other. Hearing others' views can help to breakdown egocentrism. It
7
is important for teachers to provide multiple opportunities for small group activities.
Piaget thought that teachers should act as guides to students’ learning processes and
that the curriculum should be adjusted to individual needs and developmental levels.
Opportunities that allow learners of different cognitive levels to work together often
help encourage less mature students to advance to a higher understanding of the
material. One future implication for the instruction of students is the use of hands on
experiences to help students learn. Some general suggestions include:
the use of concrete props and visual aids, such as models and/or time lines
;facilitate learning by using familiar examples to explain complex ideas, such as a
story problem in math ; give students the opportunities to classify & group
information, use outlines & hierarchies to facilitate assimilation of new information
with previously learned knowledge; and present problems that require logical
analytical thinking, "brain teasers" are a great way to incorporate this
Lev Vygotsky
1.0 Introduction
Lev Vygotsky was best known for his theories of cognitive development in
which he discovered the importance of culture, language development, and the use
of cognitive educations in the classroom. To Vygotsky, learning is a essential and
universal aspect of the process of developing culturally organized, specifically
human psychological function.
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2.0 Contribution
2.1 There are three major principles underlying Vygotsky’s social development
theory. Social interaction which is the first principle plays a critical role in
relation to what is learned and when and how learning occurs. Secondly, the
potential for cognitive development is limited to a certain time span. Lastly,
the only way to understand how humans come to know is through learning
in an environment where the process of learning rather than the result of
learning are studied.
2.2 There are two levels of mental functions: elementary and higher mental
functions. Elementary function referred to individuals is born with no
learning, this means that no thought and hunger and sensing are occurred
naturally. The higher mental function contains the formation and use of self-
generated stimulation such as memory, attention, thinking and language. The
transition from elementary to higher mental functions is through the use of
cultural tools.
2.3 Through Vygotsky’s theories of cognitive development, he also projected
that children develop most effectively and efficiently when they are involved
in tasks that are within their zone of proximal development which he well-
defined as “the distance between the actual developmental level as
determined by independent problem solving and the level of potential
development as determined through problem solving under adult guidance
or in collaboration with more capable peers”. In other words, children often
learn best when they are given tasks that are slightly beyond their ability to
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perform alone, but can perform when assisted by someone who is more
cognitively advanced.
To Vygotsky, the important learning by the student occurs through social
interaction with a skillful teacher. Teachers will be the model behaviors and provide
verbal instructions for the students. The students strive for understanding the actions
or instructions delivered by the teachers, then adopts the information, using it to
monitor or control their own performance. Teachers help to structure or arrange a
task so that a learner can work on it successfully. Teacher and students collaborate
in learning and practicing four key skills: summarizing, inquiring, clarifying, and
forecasting. Teacher’s role is to help and facilitate students. Students are active
learners in all of these interactions, constructing knowledge, skills, and attitudes, not
just reflecting the world around them.
Jerome Bruner
1.0 Introduction
Jerome Bruner is a Harvard-educated psychologist who has been very
influential among educators, particularly during the curriculum reform project.
Bruner’s constructivist theory combines many of the ideas from previous theories
such as Piaget, Dewey and Vygotsky. Bruner’s work is considered interactional in a
manner similar to that proposed by Dewey and Vygotsky. He is also concerned with
10
the stages proposed by Piaget, but he is equally concerned with the role of culture
on cognitive development.
2.1 To Bruner, learning is an active process in which students construct new
ideas or concepts based upon their present and previous knowledge. The
student selects and transforms information, constructs hypotheses, and
makes decisions, depend on on a cognitive structure to do so. Cognitive
structure such as schema and mental models provides meaning and
organization to experiences and allows the individual to go beyond the
information given.
2.2 Bruner specified that intelligence is to a great point the internalization of
“tools” provided by a given culture. When a society’s tools are different,
their categorization structures and representations would be different.
Different skills and types of knowledge would be necessary at different ages.
2.3 Bruner suggests that children need social and cultural experiences that will
prepare them to understand the meaningfulness of their actions. This can be
done by providing children with the kinds of experiences, allow them to
interact during instructional activities and assist them.
2.4 The outcome of cognitive development is thinking. The intelligent mind
creates from experience "generic coding systems that permit one to go beyond
the data to new and possibly fruitful predictions". Three modes of
representation that must be present at all stages of development:
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2.4.1 Enactive
In the enactive stage, knowledge is stored primarily in the form
of motor responses, this is not just limited to children. Many adults can
perform a variety of motor tasks (typing, sewing a shirt, operating a
lawn mower) that they would find difficult to describe in iconic
(picture) or symbolic (word) form.
2.4.2 Iconic
In the iconic stage, knowledge is stored primarily in the form of
visual images. This may explain why, when we are learning a new
subject, it is often helpful to have diagrams or illustrations to
accompany verbal information.
2.4.3 Symbolic
In the symbolic stage, knowledge is stored primarily as words,
mathematical symbols, or in other symbol systems. According to
Bruner's taxonomy, these differ from icons in that symbols are
"arbitrary."
Bruner believes that just as a child goes through each of three stages (enactive,
iconic and symbolic) when growing up, anytime teachers are presenting new
instruction to the students teachers should present it by going through these three
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stages. When teaching teachers should first present a concept in the enactive stage
relating direct manipulation of objects, and then introduce the concept in the iconic
stage using some form of imagery, and finally introduced the concept symbolical
using words or formula or other notation. The role of teacher should not be to
teach information by memorization learning, but instead to facilitate the learning
process. A good teacher will design lessons that help student discover the
relationship between bits of information. To do this a teacher must give students the
information they need, but without organizing for them.
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Part B
According to Piaget, he developed four stages to his theory of cognitive development:
1) sensorimotor stage (0 – 2 years)
2) preoperational stage (2 – 7 years)
3) concrete operational stage (7 – 11 years)
4) formal operational stage ( 11years and above)
I am teaching students of Diploma in Science (Information Systems Engineering),
Year 2 Semester 3. Most probably their ages are 19 – 20 years old. From these ages,
obviously show that they are in the final stage of Piaget’s stage, which is a formal operational
stage.
To Piaget, adolescents in the formal operational stage should be able to
 think logically abstract propositions, deductive reasoning and systematical planning
develop inductive as well as deductive logic.
 systematically solve a problem.
 understand that nothing is absolute; everything is relative.
 critique the reasoning of others
 understand that the rules of any games or social system are developed by man by
mutual agreement and hence could be changed or modified.
 think hypothetically about different choices and their consequences
 develop value system and moral judgment.
I am teaching Discrete Mathematical Structures II to these students in this semester. I
decided to design 5 activities which are suitable for the students in order to reflect the
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cognitive processes of formal operational. The topic that I choose will be the Chapter 1:
Trees.
Title: Activities Designed according to Formal Operational Stage
Activity 1:
First at all I decide to organize a game for the introduction of the topic.
Learning objective(s): At the end of the activity, students should be able to
1) discover how to insert root words, prefixes and suffixes to enhance
their English vocabulary by using word tree.
2) organize data in a tree search.
Materials needed for the activity: List of prefixes, suffixes and root words (Appendix A),
chart paper, and marker pens with variety of color.
Description: The learning objectives will be write on the left hand side of the white board
to keep on remind students what are the learning outcomes of the activity. This activity is to
get students draw the outline of a tree with many branches and they will learn how to write
prefix, suffix or root word in the trunk and finally they well be able to write words contain
this morpheme in the branches of tree.
 Divide the students into small group of three or four. Each group will be provided a
chart paper and each of the members in the group with a different colored marker.
 Instruct each group to draw one large tree with numerous bare branches which have
no leaves. On the overhead projector, I will provide the class with a list of prefixes,
suffixes and root words.
15
 Students from each group are instructed to choose one word from the list and to write
it on the trunk of its word tree.
 After all, group members will write one word containing the main morpheme in each
of the branches of their tree. Each member of the group uses a different colored
marker to write his own word on the word tree.
 Once all the groups have finished, each group will present their word tree to the class
and each group member defines their contributions to the tree.
 As facilitator, my job is just facilitating the whole activity to make sure the activity
rus smoothly and successfully. I will only be “a guide at the side, rather than a sage on
stage.”[ CITATION Pre08 \l 1033 ]
Throughout this activity, I can briefly inform students what are the
relationship of tree to their own study, moreover in their real life. Learning
vocabulary by using tree is just one of the examples in real life, they are many other
applications and students need to discover by themselves.
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Activity 2:
1) understand the family relationship through tree diagram
2) relate the family tree with the concepts of relation and composition
functions.
Materials needed for the activity: Family chart (Appendix B), mahjong paper and marker
pens.
Description: The learning objectives will be write on the left hand side of white board to
keep on remind students what are the learning outcomes of the activity.
 Students are requested to find their own partner, this activity will required work in
pairs.
 Instruct students to look at the family chart and the task to be completed, which I have
projected it through power point on the screen.
 Every pairs will start to do discussion to find the way to complete the task.
 After they completed the task, now students are requested to use their own creativity
idea to work out a chart in any topic.
 One student will draw his chart and another student will be observe the partner’s chart
and the observer will start questioning the partner and try to understand the chart.
 At last, the observer will do the presentation of the chart drawn by his partner. In the
presentation, there will be a question and answer section.
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Activity 3:
I am now slightly go into the syllabus of the trees.
1) draw binary tree with parenthesized algebraic expression.
2) identify prefix, postfix and infix from binary tree.
Materials needed for the activity: Computers, Worksheet (Appendix C)
to keep on remind students what are the learning outcomes of the activity.
 Students are requested to find their own partner, this activity will required work in
pairs.
 Every pair will be share a computer.
 Students are asked to use Word or others tool to draw a labeled binary tree with the
parenthesized algebraic expression.
 One student responsible to draw and another partner try to write the expression in
prefix, postfix and infix notations.
 After they completed the task, two of them will discuss to find the way to justify their
answer; they are allowed to go online or go to library to search the information.
 At last, every pairs need to project their answer to the screen and they need to explain
their efforts in finding the information. Of course, they are also need to justify the
answer they found with the information searched.
 From the presentation, I will inform students the accuracy of their solutions. It’s not
enough for only telling them “Good job” or “You are not right”. Instead I will tell
them why they are right, why they are wrong and what must be improved.
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Activity 4:
I am organizing a competition for my students in the class.
Learning objective(s): At the end of the competition, students should be able to
1) construct binary search tree.
2) understand the sorting algorithm
Materials needed for the activity: Task for competition (Appendix D), Mahjong paper,
marker pens, and computers.
Judges : 1) Mr. Lam Yaw Seng,
Lecturer
Faculty of Applied Sciences and Computing
2) Puan Zuriana binti Abdul Rahim
Lecturer
3) Ms. Lee Seow Inn (myself)
Lecturer
to keep on remind students what are the learning outcomes of the competition. All the
participants are giving 1.5 hours to complete the task. Three hampers will be awarded to
winners.
 Participants are giving chances to choose their own members; instead all students in
the class must be involved as participants.
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 Each group will have 3 to 4 participants. They are choosing leader for their own
group.
 When the competition begins, participants need to understand the task and starting to
divide jobs. Leader will play the important role in these arranging jobs. After this,
they will start to work out the task.
 Participants are allowed to go out from the class to search the information at computer
lab, library and compound of college.
 As lecturer, I will go around and make sure the participants are in the correct paths.
When they are facing problems, I will guide them but not giving answers to them. I
believe through this competition, I can help students to build their problem solving
skills.
 Participants are running here and there to search for the information. After they gather
the information, they will start to do discussion to draw the binary search tree based
on information searched. Also, they have to plan their own creative way on how to do
the presentation in order to win at the competition.
 After 1.5 hours, participants are required to submit their work and they need to
present their work to the 3 judges.
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Activity 5:
Learning objective(s): At the end of the competition, students should be able to
1) apply algorithm to find the shortest path and the minimal spanning
tree.
2) understand the used of structure trees in computer science which is
related to real-world.
Materials needed for the activity: Graphs (Appendix E), Mahjong paper, marker pens
to keep on remind students what are the learning outcomes of the activity.
 Divide the students into small group of four.
 Five set of graphs are given projected on the screen. Every group required to choose
one set of graph.
 After choose the graph and understanding the needs of the task, students need to
arrange their jobs.
 This activity is asking students to explore themselves by using IT tools to get the
concepts or theories, try to understand the concepts and complete the task.
 Every member of the group will be given a different job, this is to make sure that they
can solve or complete the task faster and effectively. From their working, we can see
they are co-operating, responsible, creative and able to solve problem.
 Students are requested to find the shortest path by using any algorithm that they
would find from websites. They are few algorithms in websites, so students need to
discuss among themselves and decide which algorithm will the best and could help
them to solve the task easily and successfully.
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 After they find the algorithm, they will start to use the algorithm to find the shortest
path and draw out the minimal spanning tree on mahjong paper. Besides, students are
encouraged to find out the application of the shortest path and minimal spanning in
real-world situations.
 I will comments on the accuracy of their answers. It’s not enough for only telling
them “Good job” or “You are not right”. Instead I will inform them why they are
right, why they are wrong and what must be improved.
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Evaluation on the suitability of the activities
I am choosing the method to evaluate the suitability of the activities by myself. In my
own personal opinion, I am the only one teaching this subject in my institution. I am
guaranteed I am knowledgeable in my subject. To Piaget, teachers must be knowledgeable in
their own teaching and this will enable them to provide activities that support students’
intellectual, social and personal development. The 5 activities have been organized to provide
opportunities to help students to grow in knowledge, interpersonal and intrapersonal relation.
Before organize the activities, it will be better I need to understand how students learn and
develop.
I am assessing the 5 activities that I designed based on nine criteria stated as below:
 Provide scaffolding to extend students’ Zone Proximal Development.
 Involve students in activities which engage the mind as well as the hands.
 Have students work in group often.
 Initiate group discussion and debates allowing students to share their own thought
and opinion.
 Allow students to think in logic, deductive reasoning and systematically planning.
 Allow students to think hypothetically.
 Develop problem solving skills.
 Allow students to critique other students’ work and giving their own insight.
 Develop value system and moral judgment.
Throughout the five activities, scaffolding provided to extend students’ Zone
Proximal Development. Every activities that I have designed are engaged the students’ mind
and hands on activities. Students are working in group often, but there are two activities only
in pairs. Students are also actively in doing discussion on the tasks given. These activities
provided them to think logically and systematically planning in order to be able to complete
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the tasks successfully. Students are giving chances to critique their partner’s work and
following by their insight and suggestion. From this point, clearly they are some students do
not like to receive critique. They have to accept this type of learning environment. We are in
21st century now, our students should be trained as 21st century students to ensure that by time
they go for working they will fulfilled all the employers’ requirements and successful in their
future life. Besides, students are interacting with each other, exchanging ideas, opinion
through discussion, presentation and competition. They are three activities that help students
to build their problem solving skills. From the results that I received from those activities, I
am glad because my students are able to solve problems through the tasks given. They are
creative, responsible, co-operative, and exciting in participate all the activities. At here, their
social system and moral judgment are well developed.
I may have some weaknesses when organizing the activities because I have no
experience in organizing those activities. As I noticed, my class is a bit out of controlled,
students are really excited. I have to do improve my knowledge on classroom management.
I also lack knowledge of how to work with students that are high ability. I have a very basic
understand of what it means to be a high ability student, but I do not know how to
specifically help that student to flourish.
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Appendix A
Resources
Common Prefixes
Ab- (away from) extra- (outside, beyond) post- (after)
Abnormal extraordinary postwar
Ante- (before) fore- (in front) pre- (before)

Antebellum forehead preheat
Anti- (against) il- (not) pro- (for, before)

Antiwar illegal pronoun
Bi- (two) im- (not) re- (again)

Biweekly impossible reword
Circum- (around) in- (not) retro- (backward,

back)
Circumnavigate inactive retroactive
Co- (with, together) inter- (between, among) sub- (under)

Coexist interplanetary submarine
Counter- (against) ir- (not) super- (over)

Counterattack irregular superhuman
De- (away, down) mid- (middle) trans- (across)

Depart midnight transport
Dis- (not) mis- (wrong) un- (not)

Disagree misunderstand unclear
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Additional Root Words

(Use the Blank Card Template on page – to create additional root word-
definition)
Acu (sharp) equ (equal) noct, nox (night)

Acute equate nocturnal
Alter (other) fin (end, ended) nomen, nomin (name)

Alternate finite nominate
Ami, amic (love) fract, frag (break) nov (new)

Amicable fracture renovate
Ann, enni (year) gen (birth, race, produce) nym, onym (word, name)
Anniversary genetic anonymous
Arch (chief, leader, ruler) holo (whole, entire) pac (peace)

Monoarch holistic pacifist
Bell (war) leg, lect (read, choose) pater (father)

Belligerent legible patriotic
Biblio (book) levi (light) pot (power)

Bibliography alleviate potent
Brev (short) loc (place) pugna (fight)

Abbreviate location pugnacious
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Cap (take, sieze) magni (great, big) quer, quis (ask)

Captivate magnify query
Chron (time) medi (half, middle) scent, scend (climb)

Synchronize mediate ascent
Cogn (know) metri, meter (measure) sec, sect (cut)

Recognize odometer dissect
Corp (body) migra (wander) sed, sess (sit)

Corporal immigrant sedentary
Cred (believe) mob, mot, mov (move) sol (sun)

Credibility promote solar
Crypt (hidden) morph (form, structure) tang, tact (touch)

Cryptic amorphous tangible
Ego (self) mut (change) test (to bear witness)

Egomania mutant testimony
Endo (within) neuro (nerve) tox (poison)

Endoskeleton neurology intoxicate
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Prefix-Definition Cards
PREFIX PREFIX PREFIX
AB- ANTE- ANTI-

DEFINITION DEFINITION DEFINITION
AWAY FROM BEFORE AGAINST

BI- CIRCUM- CO-

TWO AROUND WITH. TOGETHER

COUNTER- DE- DIS-

AGAINST AWAY, DOWN NOT

EX- EXTRA- FORE-

FROM OUTSIDE, BEYOND IN FRONT

IL- IM- IN-

NOT NOT NOT

INTER- IR- MID-

AMONG, BETWEEN NOT MIDDLE

MIS- NON- POST-

WRONG NOT AFTER

PRE- PRO- RE-
28
BEFORE FOR, BEFORE AGAIN

RETRO- SUB- SUPER-

BACKWARD, BACK UNDER OVER

TRANS- UN- UNI-

ACROSS NOT ONE
Suffix-Definition Cards
SUFFIX SUFFIX SUFFIX
29
-ABLE/-IBLE -AGE -AL

ABLE TO STATE OF BEING, RELATING TO

PLACE SOMETHING
-ANCE/-ENCE -ARY/-ERY -EN

STATE OF BEING THAT WHICH, PLACE HAVING NATURE OF,

WHERE TO MAKE OR BECOME
-ER/-OR -FUL -FY

PERSON WHO, STATE CHARACTERIZED MAKE OR FORM INTO

OR QUALITY
-HOOD -IC -ION

STATE OF RANK PERTAINING TO, LIKE ACT, PROCESS, STATE
-ISH -IST -ITY/-TY

HAVING NATURE OF ONE WHO STATE OF BEING

-IVE -IZE -LESS

HAVINH NATURE OF, TO BECOME WITHOUT

QUALITY OF, GIVEN
TO
-LY -MENT -NESS
IN THE MANNER OF RESULTING STATE, QUALITY OR STATEOF

ACTION OR PROCESS BEING
30
-OUS -SHIP -URE

STATE OF CONDITION, OFFICE, SKILL, ACT, PROCESS

HAVING QUALITY OF PROFESSION
Root Word-Definition Cards

ROOT WORD ROOT WORD ROOT WORD
AGRI ANTHROPO AQUA

31
FIELD HUMAN WATER

ASTRO AUDI AUTO

STAR HEAR SELF

BIO CARDIO CEDE,CEED,CESS

LIFE HEART GO
CHROM DEMOS DERMA

COLOR PEOPLE SKIN

DICT DIV DUCT

SPEAK, SAY, TELL SEPARATE LEAD

DYNA FLECT GEO

POWER BEND EARTH
Appendix B
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Appendix C
33
Appendix D
34
Appendix E
35
36
37
38
Appendix F
Checklist of Activity 1
Ite Description No Possibly Yes Comment
m
1 Provide scaffolding to
extend student’s Zone 
Proximal Development
2 Involve students in activity
which engage the mind as 
well as the hands
3 Have students work in 
groups often
4 Initiate group discussion
and debates allowing 
students to share their own
thought and opinion
5 Allow students to think in
logic, deductive reasoning 
and systematically planning
6 Allow students to think Students are just only
hypothetically  follow the steps given,
most probably not
many students will
think hypothetically.
7 Develop problem solving  This game organized
skills with the purpose to
introduce students with
the concepts of tree.
Haven’t go into deep
content which will
allow students solving
problems
8 Allow students to critique  Students are not give
other students’ work and their insight, instead
giving their own insight. they just sharing their
contributions to the
game.
9 Develop value system and 
moral judgment
39
m
well as the hands
3 Have students work in  They are working in
groups often pairs
thought and opinion
6 Allow students to think 
hypothetically
7 Develop problem solving  This activity is only an
skills introduction to the
topic. Not allowed
students to solve
problem.
8 Allow students to critique 
other students’ work and
giving their own insight.
moral judgment
40
m
well as the hands
3 Have students work in  They are working in
groups often pairs.
thought and opinion
hypothetically
7 Develop problem solving 
skills
moral judgment
41
m
well as the hands
groups often
thought and opinion
6 Allow students to think
hypothetically 
skills
moral judgment
42
m
well as the hands
groups often
thought and opinion
hypothetically
skills
moral judgment
43
References
Bio, S. M. (2007). Lev Vygotsky. Retrieved 02 19, 2015, from Simply Psychology:
http://www.simplypsychology.org/vygotsky.html
Bio, S. M. (2008). Bruner. Retrieved 02 18, 2015, from Simply Psychology:
http://www.simplypsychology.org/bruner.html
Bio, S. M. (2011). Zon of Proximal Development. Retrieved 02 17, 2015, from Simply
Psychology: http://www.simplypsychology.org/Zone-of-Proximal-Development.html
Bruner, J. S. (1964). The course of cognitive growth. American psychologist. 19(1), 1.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning
and instruction. Vygotsky’s educational theory in cultural context. 1, 39-64.
Dewey, J. (2007). Experience and education. Simon SchDuster.
Huitt, W & Hummel, J. (2003). Piaget's theory of cognitive development. Educational
psychology interactive, 3(2).
Lutz, S., & Huitt, W. (2004). Connecting cognitive development and constructivism:
Implications from theory for instruction and assessment . Constructivism in the
Human Sciences, 9(1), 67-90.
Piaget, J. (1976). Piaget's theory. Springer Berlin Heidelberg.
Prensky, M. (2008). The role of technology. Educational Technology, 1-3.
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FACULTY OF EDUCATION AND LANGUAGE

IDENTITY CARD NO. : 770915-01-5624

TELEPHONE NO. : 012-7576809

LEARNING CENTRE : Kuala Lumpur Learning Centre

PART A: Educational Psychologist Contributions and Relevance to My Teaching

Part B: Activities Designed according to Formal Operational Stage

Method used to identify Piaget’s Cognitive Stages of Development 14

Evaluation on the suitability of the activities 23

Title: Educational Psychologist Contributions and Relevance to My Teaching

John Dewey was an American psychologist and philosopher who emphasized

on learning through personal environment. For Dewey, knowledge is constructed by

individual through the interaction with environment.

2.0 Contributions or important findings

2.1 Dewey recommended a primary function of schooling that would equipped

young people live in a democratic society and that’s reflection on personal

need to understand the applications of the knowledge or skilled learned.

experiences. The prerequisite experiences would to the usefulness of the

interaction as main source of instruction. As we know transmission of culture

from one generation to the next generation must be go through by the

interaction between adults and children. Students should be allowed and

encouraged to develop their social communication skills. Generally,

communications is the nonstop experience of interacting to reach a practical

processes. The school itself is a social institution. Moreover, he believed that

students thrive in an environment where they are allowed to experience and

3.0 Relevance of findings to my teaching environment

proposed by Dewey is all the learning should be student-centered. Teachers will

than as task-masters. Besides, teachers are responsible to educate students become

more creative and artistic ability in order to engage students in critical-inquiry. In my

encouraged to follow the theories of Dewey in our teaching.

established one of the most important theories in cognitive psychology. To Piaget,

intelligence is denoted by how an organism interacts with its environment through

mental adaptation. The adaptation is measured through mental organizations that an

individual uses to characterize the world.

2.0 Contributions or important findings

Piagetian theory can be discussed in two parts.

2.1 Theory of adaptation and the process of using cognitive schemes

Piaget hypothesized that infants are born with schema functioning at

environment, these reflexes are quickly replaced with constructed schema.

assimilation and accommodation. Both of these processes are used throughout

life as the person increasingly adapts to the environment in a more complex

way. Assimilation is the process of using or transforming the environment so

that it can be placed in preexisting cognitive structures. Accommodation is the

process of changing cognitive structures in order to accept something from the

environment. Both processes are used simultaneously and alternately

throughout life. Individual adapts to environment by way of interaction, Piaget

created and used into cognitive structures.

2.2 Theory of cognitive developmental stages

2.2.1 Sensorimotor (0 – 2 years)

In this period, intelligence is demonstrated through motor

activity without the use of symbols. Knowledge of the world is limited

because it’s based on physical interactions or experiences. Infants

acquire object permanence at about 7 months of age. Physical

developments like mobility, crawling, and walking allows the infant to

begin evolving new intellectual abilities. Some symbolic and language

abilities are developed at the end of this stage.

2.2.2 Preoperational (2 – 7 years)

In this period, intelligence is demonstrated through the use of

symbols, language use matures, and memory and imagination are

established, but thinking is done in a non-logical, non-reversible

manner. Egocentric thinking predominates.

2.2.3 Concrete operational (7 – 11 years)

In this stage, intelligence is demonstrated through logical and