NAME: Jophnel Noa B.

Gagarin
YEAR & SECTION: BECE II-15

Psychological Foundations
DIRECTION: Differentiate the three major learning theories. Explain their influence on curriculum
development.

1. BEHAVIORISM
o Focuses on stimulus-response and reinforcers.
o Studies conditioning, modifying or shaping behavior through reinforcements and rewards.
o Enjoyable and increase the learning relevant.
o Teachers should build connections on learners’ positive experiences.
o Negative feelings identified and modified to positive results.
o The learners' experience success in mastering the subject matter depends on how well
organized the curriculum is.
o Highly prescriptive and diagnostic approach.
o Rely on the step-by-step procedure, structured methods of learning.
o Teachers can break down curriculum and instruction into small units with appropriate
sequencing of tasks and reinforcement of desired behaviors for learners who have difficulty
learning.

2. COGNITIVE DEVELOPMENT
o Focuses on information processing in relation with the environment.
o Studies developmental stages, understanding, multiple forms of intelligence, problem-
solving, critical thinking, and creativity.
o The cognitive approach constitutes a logical method of organizing and interpreting learning.
o The course is rooted in the tradition of subject matter.
o Educators must train themselves in cognitive techniques to have a better understanding of
the curriculum.

3. PHENOMENOLOGY
o Focuses on the whole child, their social, psychological, and cognitive development.
o Studies focus on human needs, attitudes, feelings, and self-awareness.
o Phenomenologists view the individual concerning the field in which they operate.
o Different things, different people.
 o Phenomenologists attempt to rescue learning theory from narrow and rigid behaviors and
from overstressing cognitive processes.
☆ The raw data of personal experiences are vital to the understanding of learning.

Socio-Cultural Foundations
1. What are the sources of change? Discuss.
- According to Ornstein (1988), teachers and curriculum workers have been offered several
choices throughout the ages. These choices affected and developed school programs that
mirror the current social and political forces that respond to the dynamic of change.
There are several sources of change, according to Ornstein (1988):
a. Society as a Source of Change: Society is constantly changing, that we have
difficulty coping with it. We are forced to look to the schools for help in
understanding this constant change in our society, but the problem is schools are
conservative institutions that usually lag behind the change.
b. School as a Source of Change: We can observe changes in schools over time.
Schools back then are much more different from the schools we have in the present
time. Back then, students were crammed into a classroom compared to today that
we have bigger classrooms to perform tasks.
If we look, we can see very little change in instructional methods used in schools.
On the other hand, the changes and improvements in science, technology, and
medicine have been impressive and affected our lives differently.
Educational aims and subject matter change over time, and new knowledge are
created. However, we should not expect the structure and organization in schools to
change as this becomes part of every institution.
c. Knowledge as a Source of Change: Our society changes, so does our knowledge; in
reverse, as our knowledge base increases and additional changes occur in society.

2. Give examples of societal changes.

o Science and technology
o Improved communication
o Change family roles
o Population explosions
o Social motility
o Value crisis
 o Subject matter related events
o Facilities/ Materials product of technology
o Active participation of stakeholders
o Accountability

REFERENCES:

o Omstein, Allan C. “Sources of Change and the Curriculum.” The High School Journal, vol. 71,
no. 4, University of North Carolina Press, 1988, pp. 192–99,
http://www.jstor.org/stable/40364904.
o PROFED06 Toolkit