AIOU Solved Assignments 1 & 2 Code 671 Autumn 2020. Solved Assignments code 671 Educational Psychology 2020. Allama iqbal open university old papers.
AIOU Solved Assignments 1 & 2 Code 671 Spring 2020
0.1 For a teacher of special education, knowledge of educational psychology can help him/her to better understand the academic needs of the special need students in context of their psychological needs. After reading the unit what do you perceive about the educational psychology? Also, how a teacher of special education can accommodate the special needs of the students in Science, math and Urdu. Support your answer with examples.
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It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!
Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner urged educators and psychologists to see children as thinkers, and stated.
Theories about educational psychology and adult education
No less than the adult, the child is thought of as holding more or less coherent “theories” not only about the world but about her own mind and how it works. These naive theories are brought into congruence with those of parents and teachers not through imitation, not through didactic instruction, but by discourse, collaboration, and negotiation. This model of education is more concerned with interpretation and understanding than with the achievement of factual knowledge or skilled performance.
These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we’d like to identify some key concepts and their relationship to instruction and learning.
In the late 19th and early 20th centuries, pioneering researches including William James and Sigmund Freud laid the groundwork for a methodical, scientific examination of the human mind’s workings. The application of psychological principles to the analysis of art and literature provided scholars with a powerful new critical tool, and some educators find that literature is itself a useful aid in teaching psychology.
The Value of Literature
Learning what “makes people tick” is part of the fascination of psychology. Unfortunately, that fascination can quickly be dulled, especially for younger students, by the weight of the profession’s clinical literature. Although the case studies of Freud, Jung and modern scientists such as Oliver Sacks are eminently readable, they’re not typical of the genre. Literary fiction can complement traditional texts by illustrating a wide variety of psychological traits and conditions in an inherently interesting, readable manner. In most psychological disciplines, it’s possible for the instructor to select literary works that illustrate the points under discussion during the course.