Syllabus for Educational Psychology (Ed.421) B. Ed. 2nd Year

 Core Course

Ed. 421: Educational Psychology

Course Title: Educational Psychology                                   Full Marks: 100

Course No.: Ed. 421                                                                Pass Marks: 35

Nature of the course: Theory                                                  Period per week: 6 periods

Level: B.Ed.                                                                            Total periods: 150

Year: Second

1.       Course Description

This course is designed for the students of B.Ed., which is divided into two parts. The first part is related to the development of psychology, focusing on the teachers’ need for psychology, human growth, methods of studying characteristics, and different stages of development. The second part deals with the psychology of learning that focuses on the nature and principles of learning, different learning theories, factors affecting learning, basic instructional procedures, life skill approach to learning, and educational guidance and counseling.

2.       General objectives:

The general objectives of this course are as follows

·        To make the students generalize the needs of Psychology and Educational Psychology

·        To help students enumerate the significant facts of human development and understand the concept and difference between growth and development.

·        To assist the students in identifying the methods of studying human development.

·        To help the students overview the developmental stages of children from conception to the age of childhood and develop an understanding of the characteristics, criteria, and different behaviours of puberty and adolescence stages. 

·        To give students an understanding of dealing with children with special needs. 

·        To help the students explain the needs and importance of educational guidance and counseling.

·        To help the students describe different learning theories and their educational implications.

·        To assist the students in identifying different factors affecting learning. 

3.       General objectives:

Part I: Developmental Psychology
Specific Objects	Contents
·   Explain the meaning, definitions, and nature of psychology. ·   Clarify the concept, objectives, and scope of educational psychology. ·   Specify the needs of educational psychology for teachers	Unit I: Educational Psychology for Teachers (8) 5 m 1.1  Meaning, definitions, and the nature of       psychology. 1.2       Concept, objectives, and scope of educational psychology. 1.3  Need of educational psychology for teachers.
·   Explain the concept of developmental psychology. ·   Describe the meaning of growth and development  ·   Explain the purposes and importance of studying human development. ·   Identify and explain the main determinants of development. ·   Characterize the features of human development. ·   Explain the interrelationship among growth, maturation, and learning. ·   Identify and explain issues in development. ·   Identify the indigenous practices of growth and development · Explain the concept and uses of longitudinal, cross–sectional, and case study in studying human development.	Unit II: Human Growth & Development (16) 10 m 2.1  Concept of developmental psychology 2.2  Concept of growth and development. 2.2.1 Factors affecting growth and development of children. 2.2.2 Similarities and differences between growth and development. 2.3  Main determinants of development: Heredity        and environment. 2.4      Characteristics/Features of human development. 2.5      Interrelationship among growth, maturation, and learning. 2.6      Developmental issues: Nature and nurture, stability and change, continuity and discontinuity. 2.7      Indigenous understanding and practices of growth and development 2.8      Methods of studying human development: concept, basic features, and implications (Longitudinal, cross-sectional, and case study)
·   Teachers out the different stages of human development. ·   Describe the characteristics of human development tasks of prenatal, infancy, babyhood, early childhood, and later childhood. ·   Explain the characteristics. Criteria, causes, physical changes, social changes, and their effects. Sources of concern, unhappiness, and hazards of the puberty stage. ·   Explain the characteristics, developmental tasks, physical, social, mental, and moral development, with some interests and hazards of adolescence. ·   State the characteristics and developmental tasks of early adulthood, middle age, and late adulthood.	Unit III: Stages of Human Development (25) 17 m 3.1     Different stages of human development, characteristics, and developmental tasks. 3.2  Puberty 3.2.1    General introduction 3.2.2    Characteristics 3.2.3    Criteria of puberty 3.2.4    Causes of puberty 3.2.5    Physical changes during puberty 3.2.6    Changes in social behavior 3.2.7    Effects of puberty change 3.2.8    Sources of concern 3.2.9    Unhappiness at puberty 3.2.10  Control of unhappiness 3.2.11  Hazards of the puberty stage 3.3  Adolescence 3.3.1    General introduction 3.3.2    Characteristics 3.3.3    Developmental tasks 3.3.4    Physical change 3.3.5    Social change 3.3.6    Family relationships during adolescence 3.3.7    Personality change during adolescence 3.3.8   Adolescent interests: social, personal, and   recreational 3.3.9   Hazards of the adolescence stage 3.4     Characteristics and development tasks of early adulthood, middle age, and late adulthood.
·   Clarify the concept child with special needs. ·   To be able to classify the child with special needs ·   Identify the characteristics of a child with special needs.	Unit IV: Child with Special Needs (6 prds) 4 marks 4.1      Concept of a child with special needs 4.2     Major types of children with special needs 4.3     Characteristics of a child with special needs
·   Clarify the meaning and needs of guidance and counselling. ·   Explain the various guidance services. ·   Differentiate between guidance and counseling. ·   Explain the techniques of counseling.	Unit V: Educational Guidance and Counseling (6) 5.1     Meaning, definitions, and the need for guidance 5.2     Guidance services: Inventory information, counseling, placement and follow up and research in counseling. 5.3     Meaning and techniques of counseling 5.4     Differences between guidance and counseling (4 marks )
Part II: Learning Psychology
·   Elaborate on the meaning and definitions of learning. ·   Clarify the characteristics of learning. ·   Explain the factors influencing learning. ·   Explain the factors influencing learning.	Unit VI: Nature and Principles of Learning (10) 6.1          Meaning, definitions, and the nature of              learning 6.2          General characteristics of learning 6.3          Exceptions of Learning (7 marks) 6.4          Factors influencing learning                 6.4.1    Gender factors                 6.4.2    Physiological factors                 6.4.3    Psychological factors                 6.4.4    Environmental factors                 6.4.5    Instructional factors
·   Explain Gagne's multiple learning ·   Explain different learning theories with reference to mechanisms and features. ·   Differentiate between behaviouristic and cognitive, and constructivist learning theories. ·   Elaborate on the educational implications of different learning theories. ·   Explain the process and stages of Piaget's cognitive development.	Unit VII: Different Learning Theories – 30 Pds 7.1           Gagne's multiple learning theory 7.2           Concept and Educational Implications of multiple learning Theories (20 marks) 7.3           Classification of learning theories: behaviourism and cognitivism. 7.4           Behaviourism: Classical conditioning, operant conditioning, and trial and error (process, features, and conditions) 7.5           Educational implications of behaviourism. 7.6           Cognitive learning theories: Kohler's insightful learning theory and educational applications of cognitive learning theory. 7.7           Piaget's cognitive development: process and stages of development and educational implications 7.8           Bandura's social learning theory – the process involved in learning and its educational implications. 7.9           Social constructivism – Process of learning, educational implications
·   Explain the meaning: Importance, types, and use of motives with Maslow's hierarchy of motivation. ·   Describe the role of the teacher in arousing motivation in classroom teaching. ·   Explain the concept, need, types, and impact of reinforcement.	Unit VIII: Motivation and Reinforcement (10) 7 m 8.1           Meaning and importance of motivation. 8.2           Types of motives: inborn and acquired 8.3           Maslow's hierarchy of motivation 8.4           Motives utilized in the classroom: need, goal orientation, interest, curiosity. 8.5           Role of the teacher in motivating students in the classroom. 8.6           Concept and need for reinforcement. 8.7           Types of reinforcement: positive and negative 8.8           Reinforcement schedules and their impact on behaviour
·   Explain the concept, needs, types, and role of practice. ·   Elaborate on the meaning and process of retention and memory. ·   Explain the types, affecting factors, and processes of memory. ·   Explain the techniques for improving memory. ·   Explain the techniques for improving memory. ·   Explain the concept and causes of forgetting. ·   Explain the concept, causes, and adjustment mechanisms of frustrations.	Unit IX: Practice, Retention, Memory, Forgetting, and Frustration (10)  7 marks 9.1           Practice: Concept and need 9.1.1 Types of practice: mass and distributed part and whole; blind and reinforced.                  9.1.2 Teacher's role in managing practice in classroom teaching. 9.2           Retention: Meaning and process of retention. 9.3           Memory: Meaning and types of memory. 9.3.1   Factors affecting memory.                  9.3.2  Process/Stages of memory: receiving, coding, storage, retrieval.                  9.3.3   Techniques for improving memory. 9.4           Forgetting: Concept and causes of forgetting. 9.5           Frustration: Concept, Causes, and Adjustment Mechanisms
·   Explain the meaning: Types and theories of transfer of learning. ·   Describe the educational implications of transfer of learning. ·   Describe the relationship between memory, forgetting, and transfer of learning.	Unit X: Transfer of Learning (8)  5 marks 10.1       Meaning and types of transfer of learning 10.2       Theories of transfer of learning (mental discipline, identical elements: generalization) 10.3       Educational implications of transfer of learning 10.4       Factors influencing transfer of learning 10.5       Relationship among memory, forgetting, and transfer of learning.
·   Explain the concept of instructional procedures. ·   Describe the basic learning conditions of instructions and procedures. ·   Elaborate on the meaning and nature, and instructional procedures of verbal learning skill, concept, and creativity learning.	Unit XI: Basic Instructional Procedures (15)  10 m 11.1     Concept of instructional procedures. 11.2     Basic learning conditions (contiguity) practice reinforcement, punishment, generalizations, and discrimination.) 11.3     Verbal learning: nature, materials, procedures, and instructional steps. 11.4     Skill learning: nature and definition of skills, phases of skill learning, and instructional steps. 11.5     Concept learning: nature and types of concepts, uses in students' learning, and instructional steps. 11.6     Creativity learning: Concept and steps of creativity.

Note: The figure in parentheses indicates the approximate periods for the respective units.

4.       General Instructional Techniques

·        Inventory presentation on each topic of the unit. 

·        Use of lecture, discussion, question answer, brainstorming, library work, and self-study.

·        Reading, report writing assignments, presentation in the classroom, and feedback.

5.       Specific Instructional Techniques

The teacher can manage practical activities for each unit with activity activity-centered method for life skill learning. Some specific instructional techniques are mentioned as follows:

Unit	Instructional techniques	Remarks
II	Students will be given an assignment to collect some indigenous understanding and practices of growth and development, and discuss them in the classroom.
III	Students will prepare some indigenous practices and thoughts about human development: puberty and adolescence.
IV	Students will be given a task of visiting one special needs child and preparing a case for discussion in the classroom based on the content discussed.
V	Students will be given the task of visiting a nearby school to explore the techniques of counseling and guidance used in the school present in the classroom.
VII	After the presentation of different learning theories, students will be divided into different groups and prepare a report for discussion in the classroom about their implications in the context of Nepal.
XI	Students will be divided into four groups and asked to demonstrate the procedures of learning as verbal learning, skill learning, concept learning, and creativity learning. The concerned group will present, and the other group will comment on the presentation.

6.       Evaluation Scheme

Students will be evaluated based on their punctuality and disciplined manner in the classroom, classroom participation, and presentation of reports and other practical activities. The scores obtained will not be added to the score of the annual examination. It will be used only for feedback purposes. The performance of the students will be evaluated on the basis of objective, short-answer, and long-answer questions. The types and number of questions to be asked in the board examination are mentioned below.

Nature of Questions	Total Questions to be asked	Number of Questions to be answered	Weightage
Group A: Multiple choice items	20	20×1 marks	20 marks
Group B: Short answer questions	8 with three or questions	8×7 marks	56 marks
Group C: Long answer questions	2 with one or question	2×12 marks	24 marks
		Total:	100 marks

Recommended Books

Borich, Gari D. and Martin, L. Tombari(1996). Educational Psychology. New Delhi: Longman ( Unit IV,V,VI & VII)

Chauhan, S.S. (1997). Advanced education psychology. New Delhi: Vikash Publication House Pvt. Ltd. ( Unit IV,V,VI & VII)

Chauhan, S.S. (2001). Principles and techniques of guidance. New Delhi: Vikash Publishing House Pvt. Ltd. (Unit IV & V)

Dandakar and Makhija (2002). Psychological Foundation of Education: New Delhi: Macmillan India Pvt. Ltd. (Unit VI & VII)

Decceco and Crawford (1974). The psychology of learning and instructions. New Delhi: Prentice-Hall of India Pvt. Ltd. (Unit V, VI & VII)

Hurlock B. Elizabeth (2007). Child development. New Delhi: Tata Mc Graw Hill Publishing Company Ltd. (Unit II & III)

Hurlock B. Elizabeth (2007). Developmental psychology. A life span approach. New Delhi: Tata Mc Graw Hill Publishing Company Ltd. (Unit I, II,III)

Maugal, S.K. (2007). Advanced educational psychology. New Delhi: Prentice-Hall of India Pvt. Ltd. (Unit I, V, VI & VIII)

Sharma, R.A. (2001). Fundamentals of Educational Psychology. Meerut: Surya Publication. (Unit I,V, VI, VII & X)

References

Bhattarai, H.N.(2007). Shiksha Manobigyan. Kathmandu: Ratna Pustak Bhandar.

Bidari, B.P. (……….).Shiksha Manobigyan. Kathmandu: Pinakal Publication.

Pokhrel, M.M. (2069). Shiksha Manobigyan

Rana, S.P.J.B. and Poudel, G.R. (2073). Shiksha Manobigyan (4^th ed.). Kathmandu: Bidyarthi Pustak Bhandar.

Rana, S.P.J.B. (2073). Educational Psychology (2^nd  ed.). Kathmandu: Vidyarthi Prakashan Pvt. Ltd.

Sharma, C. and Sharma, N. (2065). Shiksha Manobigyan. Kathmandu: M.K. Publishers and Distributors.

Shrestha, C.B., Tamang, R., and Basnyat, S. (2064). Shiksha Manobigyan. Kathmandu: Bhundi Puran Prakashan.

Shrestha, K. N. (2067). Shiksha Manobigyan. Kathmandu: Raj Offset Press.

 

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