Educational Psychology Third Edition PowerPoint Presentation to accompany Educational Psychology Third Edition by John W. Santrock

Educational Psychology: A Tool for Effective Teaching C H A P T E R 1 Educational Psychology: A Tool for Effective Teaching

Learning Goals Describe some basic ideas about the field of educational psychology Identify the attitudes and skills of an effective teacher 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 Historical Background Teaching: Art and Science

Educational Psychology… is a branch of psychology that specializes in understanding teaching and learning in educational settings.

Historical Background of Ed Psych 1850 1875 1900 1925 1950 William James John Dewey E. L. Thorndike

importance of observing teaching and learning in the classroom 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? During a slideshow, text may be written on the slides in the white box, and then saved for later reference.

The Scientific Research Approach The scientific research approach is objective, systematic, and testable STEP 4 Revise Research Conclusions & Theory STEP 3 Draw Conclusions & create theory STEP 2 Collect Information Please Note: The content of this slide is not in the text. If you do not wish to use it in a presentation, you may either delete or hide it. STEP 1 Conceptualize the Problem

Research Methods Descriptive Research Observations Laboratory Naturalistic observation Participant observation Interviews and questionnaires Standardized tests Case studies

Description Naturalistic Observation © 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

Description Case Study Phineas Gage Is language uniquely human?

Survey A technique for ascertaining the self-reported attitudes, opinions or behaviors of people OBJECTIVE 3-2| Identify the advantages and disadvantages of surveys in studying behavior and mental processes, and explain the importance of wording effects and random sampling. http://www.lynnefeatherstone.org Psychology 7e in Modules

Survey Population – all the cases in a group Random Sampling if 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.

Random Sampling from Population LO 1.9 Case studies and surveys Random Sampling from Population INFERENCE POPULATION SAMPLE

Naturalistic and laboratory settings Descriptive Methods Laboratory observation – watching animals or humans behave in a laboratory setting. Menu

(positive or negative) Correlation When one trait or behavior accompanies another, we say the two correlate. Indicates strength of relationship (0.00 to 1.00) Correlation coefficient r = + 0.37 OBJECTIVE 3-4| Describe positive and negative correlations and explain how correlational measures can aid the process of prediction. Correlation Coefficient is a statistical measure of relationship between two variables. Indicates direction of relationship (positive or negative) Psychology 7e in Modules

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

LO 1.10 Correlational technique Menu

Correlation and Causation OBJECTIVE 3-5| Explain why correlational research fails to provide evidence of cause-effect relationships. Psychology 7e in Modules

Possible Explanations of Correlational Data Observed correlation Possible explanations for this correlation As permissive teaching increases, children’s self-control decreases Permissive teaching Children’s lack of self-control Children’s lack of self-control causes Other factors, such as genetic tendencies, poverty, or sociohistorical circumstances cause both and

Correlation does NOT prove causation LO 1.10 Correlational technique Correlation does NOT prove causation Menu

Correlation Coefficient Interpretation 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

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. Definition: Hitting while playing IV: Violent TV DV: Aggressive play

Random Assignment Experimental Group Test for Differences SAMPLE LO 1.11 Experimental approach and terms Experimental Group Test for Differences SAMPLE Control Group Menu Psychology 7e in Modules

Confounding Variables LO 1.11 Experimental approach and terms Effect of violent tv on aggression Experimental Group SAMPLE Are differences due to manipulation or confounding variable (mood)? Control Group Menu Psychology 7e in Modules

No Confounding Variables LO 1.11 Experimental approach and terms Effect of violent tv on aggression Experimental Group SAMPLE Differences due to manipulation, not an extraneous variable because mood randomly determined. Control Group Menu Psychology 7e in Modules

LO 1.11 Experimental approach and terms The Experiment Menu

A summary of steps during experimentation.

Below is a comparison of different research methods.

Experimental Research A study of the effects of time management on students’ grades Participants randomly assigned to experimental and control groups Students’ grades in school Experimental Group (time management program) Control Group (no time management program)

Time Span of Research Cross-sectional Longitudinal Studying groups of people at one time Studying the same individuals over time Please Note: The content of this slide is not in the text. If you do not wish to use it in a presentation, you may either delete or hide it.

Program Evaluation, Action Research, and Teacher-As-Researcher 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

Should teachers conduct research using their students as subjects? Enter the Debate Should teachers conduct research using their students as subjects? YES NO During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.

Research Challenges Ethics Gender Ethnicity and Culture 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. Please Note: The content of this slide is not in the text. If you do not wish to use it in a presentation, you may either delete or hide it.

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. Please Note: The content of this slide is not in the text. If you do not wish to use it in a presentation, you may either delete or hide it.

Being a Wise Consumer of Information About Educational Psychology 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. Please Note: The content of this slide is not in the text. If you do not wish to use it in a presentation, you may either delete or hide it.