© 2007 McGraw-Hill Higher Education. All rights reserved. 1 Educational Psychology Third Edition by John W. Santrock PowerPoint Presentation to accompany.
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© 2007 McGraw-Hill Higher Education. All rights reserved.
1
Educational Psychology
Third Edition
Educational Psychology
Third Edition
by John W. Santrockby John W. Santrock
PowerPoint Presentationto accompany
© 2007 McGraw-Hill Higher Education. All rights reserved.
2
C H A P T E R 1
Educational Psychology: A Tool for Effective Teaching
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Learning Goals
1. Describe some basic ideas about the field of educational psychology
2. Identify the attitudes and skills of an effective teacher
3. Discuss why research is important to effective teaching and how educational psychologists and teachers can conduct and evaluate research
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Educational Psychology:A Tool for Effective Teaching
Exploring Educational Psychology
Teaching: Art and Science
Historical Background
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Educational Psychology…
is a branch of psychology that specializes in
understanding teaching and learning in
educational settings.
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Historical Background of Ed Psych
1850 1875 195019251900
William James
John Dewey
E. L. Thorndike
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William James (1842-1910)
importance of observing teaching and learning in
the classroom
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John Dewey (1859-1952)
the child is an active learner
child adapts to the environment
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E. L. Thorndike (1874-1949)
emphasis on assessment and measurement of learning
Education must have a scientific basis
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Educational Psychology:A Tool for Effective Teaching
Research in Educational Psychology
Why Research Is Important
Program Evaluation
Research, Action Research, and the
Teacher-as- Researcher
Research Methods
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Why is educational psychology research important?
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The scientific research approach is objective, systematic, and testable
STEP 1Conceptualize the Problem
STEP 2Collect Information
STEP 3Draw Conclusions & create theory
STEP 4Revise Research
Conclusions & Theory
The Scientific Research Approach
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Research Methods
Descriptive Research Observations
Laboratory Naturalistic observation Participant observation
Interviews and questionnaires Standardized tests Case studies
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© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Description Naturalistic
Observation observing and
recording behavior in naturally occurring situations
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DescriptionCase Study
Is language uniquely human?
Phineas Gage
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16
SurveyA technique for ascertaining the self-
reported attitudes, opinions or behaviors of people
http://ww
w.lynnefeatherstone.org
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Survey
Random Samplingif each member has
an equal chance of inclusion into a
sample, we call that a random sample
(unbiased). The fastest way to know about
the marble color ratio is to blindly transfer a few into a smaller jar and count them.
Population – all the cases in a group
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18
Random Sampling from Population
POPULATION
SAMPLE
INFERENCE
LO 1.9 Case studies and surveys
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19
Descriptive Methods
Laboratory observation – watching animals or humans behave in a laboratory setting.
Naturalistic and laboratory settings
Menu
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20
CorrelationWhen one trait or behavior
accompanies another, we say the two correlate.
Correlation coefficient
Indicates directionof relationship
(positive or negative)
Indicates strengthof relationship(0.00 to 1.00)
r = 0.37+
Correlation Coefficient is a statistical measure of relationship
between two variables.
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21
Finding Relationships
Correlation coefficient ranges from 0 to 1.00
Positive correlation – variables are related in the same direction.
Negative correlation – variables are related in opposite direction.
CORRELATION DOES NOT PROVE CAUSATION!!!
Menu
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22Menu
LO 1.10 Correlational technique
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23
or
Correlation and Causation
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Possible Explanations of Correlational Data
Observed correlationObserved correlation Possible explanations for this correlationPossible explanations for this correlation
As permissiveteaching increases,
children’sself-controldecreases
As permissiveteaching increases,
children’sself-controldecreases
Permissiveteaching
Permissiveteaching
Children’s lack of self-control
Children’s lack of self-control
Children’s lackof self-controlChildren’s lackof self-control
Permissiveteaching
Permissiveteaching
causes
causes
Other factors,such as genetic
tendencies,poverty, or
sociohistoricalcircumstances
Other factors,such as genetic
tendencies,poverty, or
sociohistoricalcircumstances
Permissiveteaching
Permissiveteaching
cause
bothChildren’s lackof self-controlChildren’s lackof self-control
and
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25Menu
LO 1.10 Correlational technique
Correlation does NOT prove causation
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26
Correlation Coefficient Interpretation
Coefficient
Range
Strength of
Relationship
0.00 - 0.20 Very Low
0.20 - 0.40 Low
0.40 - 0.60 Moderate
0.60 - 0.80 High Moderate
0.80 - 0.90 High
0.90 - 1.00 Very High
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27
The Experiment
Operational definition - definition of a variable of interest that allows it to be directly measured.
Independent variable (IV) - variable in an experiment that is manipulated by the experimenter.
Dependent variable (DV) - variable in an experiment that represents the measurable response or behavior of the subjects in the experiment.
IV: Violent TV
Definition: Hitting while playing
DV: Aggressive play
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28
Random Assignment
SAMPLE
Control Group
Experimental Group
Test for Differences
LO 1.11 Experimental approach and terms
Menu
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29
Confounding Variables
SAMPLE
Control Group
Experimental Group
Are differences due to manipulation or confounding
variable (mood)?
LO 1.11 Experimental approach and terms
Menu
Effect of violent tv on aggression
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30
No Confounding Variables
SAMPLE
Control Group
Experimental Group
Differences due to manipulation, not an extraneous variable because
mood randomly determined.
LO 1.11 Experimental approach and terms
Menu
Effect of violent tv on aggression
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31Menu
LO 1.11 Experimental approach and terms
The Experiment
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32
ExperimentationA summary of steps during
experimentation.
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33
ComparisonBelow is a comparison of different
research methods.
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A study of the effects of time management on students’ grades
Participants randomly assignedto experimental and control groupsParticipants randomly assigned
to experimental and control groups
Students’grades in school
Students’grades in school
ExperimentalGroup
(time managementprogram)
ExperimentalGroup
(time managementprogram)
Control Group(no time management
program)
Control Group(no time management
program)
Experimental Research
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Time Span of Research
Studying groups of people at one time
Studying the same individuals over time
Cross-sectional Longitudinal
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Program Evaluation: Designed to make decisions about a particular program
Action Research: Used to solve a particular classroom or school problem
Teacher-As-Researcher: Teachers conduct their own studies to improve their teaching
Program Evaluation, Action Research, and Teacher-As-Researcher
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Enter the Debate
Should teachers conduct research using their students as subjects?
YES NO
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Research Challenges
Ethics Researchers protect participants from mental
and physical harm. Participants give informed consent.
Gender In the past, conclusions on females have been
drawn from research done on males.
Ethnicity and Culture Ethnic gloss, the use of an ethnic label to
describe an ethnic group, leads to overgeneralizations and stereotyping when examining certain groups.
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Being a Wise Consumer of Information About Educational Psychology
Be cautious of what is reported in the popular media.
Know how to avoid drawing conclusions about individual needs on the basis of group research.
Recognize how easy it is to over generalize about a small or clinical sample.
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Be aware that a single study usually is not the defining word.
Remember that causal conclusions cannot be drawn from correlational studies.
Always consider the source of the information and evaluate its credibility.
Being a Wise Consumer of Information About Educational Psychology
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