© 2007 McGraw-Hill Higher Education. All rights reserved. 1 Educational Psychology Third Edition by John W. Santrock PowerPoint Presentation to accompany.

© 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


2

C H A P T E R 1

Educational Psychology: A Tool for Effective Teaching


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


Educational Psychology:A Tool for Effective Teaching

Exploring Educational Psychology

Teaching: Art and Science

Historical Background


Educational Psychology…

is a branch of psychology that specializes in

understanding teaching and learning in

educational settings.


Historical Background of Ed Psych

1850 1875 195019251900

William James

John Dewey

E. L. Thorndike


William James (1842-1910)

importance of observing teaching and learning in

the classroom


John Dewey (1859-1952)

the child is an active learner

child adapts to the environment


E. L. Thorndike (1874-1949)

emphasis on assessment and measurement of learning

Education must have a scientific basis


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


Why is educational psychology research important?


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


Research Methods

Descriptive Research Observations

Laboratory Naturalistic observation Participant observation

Interviews and questionnaires Standardized tests Case studies

© 2007 McGraw-Hill Higher Education. All rights reserved.1.14

© 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

© 2007 McGraw-Hill Higher Education. All rights reserved.1.15

DescriptionCase Study

Is language uniquely human?

Phineas Gage


16

SurveyA technique for ascertaining the self-

reported attitudes, opinions or behaviors of people

http://ww

w.lynnefeatherstone.org


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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Random Sampling from Population

POPULATION

SAMPLE

INFERENCE

LO 1.9 Case studies and surveys


19

Descriptive Methods

Laboratory observation – watching animals or humans behave in a laboratory setting.

Naturalistic and laboratory settings

Menu


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.


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


22Menu

LO 1.10 Correlational technique


23

or

Correlation and Causation


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


25Menu

LO 1.10 Correlational technique

Correlation does NOT prove causation


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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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


28

Random Assignment

SAMPLE

Control Group

Experimental Group

Test for Differences

LO 1.11 Experimental approach and terms

Menu


29

Confounding Variables

SAMPLE

Control Group

Experimental Group

Are differences due to manipulation or confounding

variable (mood)?


Menu

Effect of violent tv on aggression


30

No Confounding Variables

SAMPLE

Control Group

Experimental Group

Differences due to manipulation, not an extraneous variable because

mood randomly determined.


Menu

Effect of violent tv on aggression


31Menu


The Experiment


32

ExperimentationA summary of steps during

experimentation.


33

ComparisonBelow is a comparison of different

research methods.


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


Time Span of Research

Studying groups of people at one time

Studying the same individuals over time

Cross-sectional Longitudinal


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


Enter the Debate

Should teachers conduct research using their students as subjects?

YES NO


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.


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.


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

© 2007 McGraw-Hill Higher Education. All rights reserved. 1 Educational Psychology Third Edition by John W. Santrock PowerPoint Presentation to accompany.

Documents

mcgrawhill higher education

research slide

effective teaching slide

classroom slide

thorndike slide

environment slide

effective teaching research

action research