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

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

3. 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

4. Educational Psychology: A Tool for Effective Teaching
Exploring Educational Psychology
Historical
Background
Teaching: Art
and Science

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

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

7. importance of observing teaching and learning in the classroom
William James ( )
importance of observing teaching and learning in the classroom

8. John Dewey (1859-1952) the child is an active learner
child adapts to the environment

9. E. L. Thorndike ( )
emphasis on assessment and measurement of learning
Education must have a scientific basis

10. 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

11. Why is educational psychology research important?
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12. 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
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STEP 1
Conceptualize the Problem

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

14. 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

15. Description
Case Study
Phineas Gage
Is language uniquely human?

16. 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.
Psychology 7e in Modules

17. 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.

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

19. Naturalistic and laboratory settings
Descriptive Methods
Laboratory observation – watching animals or humans behave in a laboratory setting.
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20. (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

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!!!
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22. LO 1.10 Correlational technique
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23. Correlation and Causation
OBJECTIVE 3-5| Explain why correlational research fails to provide evidence of cause-effect relationships.
Psychology 7e in Modules

24. 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

25. Correlation does NOT prove causation
LO Correlational technique
Correlation does NOT prove causation
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26. Correlation Coefficient Interpretation
Range
Strength of
Relationship
Very Low
Low
Moderate
High Moderate
High
Very High

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

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

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

30. No Confounding Variables
LO 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
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Psychology 7e in Modules

31. LO 1.11 Experimental approach and terms
The Experiment
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32. A summary of steps during experimentation.

33. Below is a comparison of different research methods.

34. 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)

35. Time Span of Research Cross-sectional Longitudinal
Studying groups of people at one time
Studying the same individuals over time
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36. 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

37. Should teachers conduct research using their students as subjects?
Enter the Debate
Should teachers conduct research using their students as subjects?
YES NO
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38. 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.
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39. 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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40. 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.
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