I sem psychology syllabus

EDU 102: CHILDHOOD AND GROWING UP

NO. OF CREDITS : 5

CONTACT HOURS : 100

MARKS : 100(External 80 + Internal 20)

DURATION OF EXAMINATION : 3 hour

OBJECTIVES

On completion of the course, the prospective teachers would be able to

· understand the basic concepts and principles of Educational Psychology

· understand the characteristics of human growth and development in childhood and

adolescence and the developmental process of the individual in different

dimensions.

· help adolescent in better adjustment and development

· understand the nature of motivation in learning as relevant to classroom

management

· understand the mental processes of learners

· apply psychological principles in the teaching learning process effectively

· provide guidance and counselling services to adolescents

· help learners to develop proper mental health and hygiene

· understand various adjustment mechanisms and help learners for better adjustment

and development

· understand the strategies for enhancing effective memorization in children

MODE OF TRANSACTION

Lecture –cum-demonstrations, Seminars, Assignments, Peer learning strategies,

Community visit, Brain storming , Debate, Group discussion, Problem-solving ,

Scenario-based learning strategies and survey method.ICT based teaching and

learning

COURSE OUTLINE

Module 1 - Psychology, Education and Emerging learner (25 hours)

1.1       Meaning, nature and functions of educational psychology

1.2       Relevance of educational psychology to teachers, learners, teaching and learning

1.3       Schools of Psychology – Behaviorism, Structuralism, functionalism, psychoanalysis,

Humanism, Gestalt psychology, Nativism, Constructivism, Cognitive

Neuro Science, and Positive Psychology.

1.4       Concepts, Principles and Stages of Growth and development

1.5       Dimensions of growth and development-Physical, cognitive, social, moral and

emotional

1.6       Psychological needs of children

1.7       Erickson’s view of psycho social development - Kohlberg’s view of moral

development

Module 2 - Complexities in Adolescence (20 hours)

2.1       Characteristics of adolescents

2.2       Needs of Adolescence

2.3.      Problems of adolescents (Information overloading, substance abuse, suicidal

tendencies, depression, psycho-somatic diseases, sex abuse etc)

2.4       Management of adolescent problems – role of teacher

2.5       Helping adolescents for better adjustment

Module 3 - Cognitive Processes (20 hours)

3.1       Concepts of sensation, perception, attention, concept formation and problem

solving

3.2       Thinking – types and assessment. Convergent thinking, divergent thinking, creative

thinking (steps) – developing creative thinking in learners, Metacognition

3.3       Memory – Information processing –Atkinson-shriffrin model of information

processing-Assessment of memory

3.4       Strategies for improving effective memorization

Module 4 - Motivating the learner (15 hours)

4.1       Motivation – meaning and significance

4.2       Types of motivation,Achievement motivation

4.3       Strategies for enhancing motivation in learners

4.4       Maslow’s theory of motivation

Module 5 -Mental health & Adjustment (20 hours)

5.1       Mental health & mental hygiene

5.2       Adjustment and maladjustment

5.3       Behavioural problems in children

5.4       Adjustment /Defence mechanisms

5.5       Stress and coping strategies

PRACTICUM (any one )

1. Visit Anganwadi /Primary / Secondary Schools and prepare a report on the pupil

characteristics and diversity among children, with special reference to developmental

stages.

2.  Prepare a report on the current issues of Indian Adolescents

3. Conduct a survey on stress and coping strategies among peers.

REFERENCES

Alison, Clarke- Stewart, Susan, Friedman, & Joanne Koch. (1985). Child

development – Atropical approach. New York: John Wiley & Sons, Inc.

Anita Woolfolk - (2004) Educational Psychology - The Ohio State University –

PearsonEducation

Ausubel, David, P, Joseph. D Novak & Helen Hanesian. (1968). Educational

psychology: Acognitive view. Holt, Rinchart and Winston In

Bichler, R.F., & Snowman, J. (1993). Psychology Applied to Teaching (7th ed.)

Boston:Houghton Mifflin Co.

Brunner, J. S. (1986). Actual minds, possible worlds. Cambridge, Mass: Harward

UniversityPress.

Cronbach, L.J. (1969). Essentials of psychological testing (3rd ed.). New York:

Harper and Row.

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Dandapani, S. (2000). Advanced Educational Psychology. New Delhi: Annmol

Publications Pvt.Ltd.

Dandekar, W.N. & Sanyogtala, Makhiya. (2002). Psychological foundations of

education (3rded.). Mc. Millan India Ltd.

Eggen, P.D., Kauchak, D.P., & Harder, R.J. (1979). Strategies for teachers,

informationprocessing model in the classroom. New Jersey: Prentice Hall Inc.

Gagne, R.M. (1965). The conditions of learning. New York: Holt, Rinehart and

Winston Inc.

Gagne, R.M. (1985). The cognitive psychology of school learning. Boston: Little

George, A (2008). Learning Strategies. New Delhi: Common Wealth

Guilford, J.P. (1965). Fundamental statistics in psychology and education. New York:

Mc Graw Hill Hill INC.

Hal, R. Arkes, & John, P. Garske. (1977). Psychological theories of motivation.

California:Wordsworth Publishing Company Ltd.

Herman, T.M. (1977). Creating learning Environments: The Behavioural approach to

education. Boston: Allyn and Bacon.

Hilgard, E.R., & Bower, G.H. (1977). Theories of learning. New Delhi: Prentice Hall

of India Pvt.Ltd.

Hurlock, Elizabeth, B. (1990). Developmental Psychology- A life Span approach.

New York: Mc Grow Hill Inc.

58

Illich, I. (1970). De schooling Society. New York: Harper and Row.

Joyce, Bruce, & Weil, Marsha (1997). Models of teaching (5th ed.). New Delhi:

Prentice Hall of India. Ltd.

Kolesnik, Walter, B. (1970). Educational psychology (2nd, ed.) New York: Mc. Graw

Hill Book Co.

Laura, Berk, E. (2001). Child Development (3rd ed.). New Delhi: Prentice Hall Co.

Morgan, Clifford. T. (1986). Introduction to Psychology. New York: MC. Graw-Hill

Books Co.

Shaffer, David, R. (1996). Developmental psychology- childhood and adolescence

(4th ed.)USA. Brooks/Cole Publishing Co.‘

Sibichen K.K (2010). An Introduction to Psychological bases of Education,

Mannanam,Kottayam, St.Joseph’s Training College.

Sousa A David (2009). How the Brain influences Behaviour. California, Corwin

Press.

Sousa, A David (2001). How the Brain Learns. California, Corwin Press, INC.

Sylvester, Robert (2007). The Adolescent Brain. California, Corwin Press

Thomas, Good, L., & Jene, Brophy, E. Looking in classrooms (5th ed.) Harper

CollinsPublishers.

Guide to Writing a Project Report

Guide to Writing a Project Report

The following notes provide a guideline to report writing, and more generally
to writing a scientific article. Please take the time to read them carefully.
Even if your project did not go as well as you had hoped, there is no reason
why you should not score a high mark for you report if you are prepared to
work at it.
PROJECT REPORTS......................................................................................1
1. WHY A REPORT? ........................................................................................................................2
2. WHAT LEVEL?............................................................................................................................2
3. HOW MUCH DETAIL TO INCLUDE? .....................................................................................2
4. THE NUTS AND BOLTS..............................................................................................................2
5. FORMAT OF REPORTS..............................................................................................................2
5.1. FIRST PAGE. ............................................................................................................................3
5.2. SECOND PAGE. ........................................................................................................................3
The Abstract....................................................................................................................................3
5.3. THIRD PAGE............................................................................................................................4
5.4. FOURTH PAGE AND ONWARDS. ................................................................................................4
Introduction....................................................................................................................................4
Results and discussion. ...................................................................................................................4
Summary and conclusion................................................................................................................4
6. A WORD ON REFERENCES. .....................................................................................................5
7. ASSESSMENT CRITERIA. .........................................................................................................6
8. DOING THE REPORT. ................................................................................................................6
9. WHILE WRITING AND PLANNING THE REPORT PAY ATTENTION TO THE
FOLLOWING POINTS:........................................................................................................................7
2
1. Why a report?
The production of a good piece of technical writing for a project report is as
much a part of the project as doing the experimental work. However excellent
and original a piece of work the project may be, unless the results can be
communicated to other people it may as well not have been done!
Communicating results of an investigation in a clear and useful way is a key
part of science and is the reason for devoting a lot of effort to this aspect.
2. What level?
The main part of the report should be comprehensible by other stage 3
students. If more detailed information is to be included about some aspects
(for instance, a complicated mathematical derivation, of which only the result
is essential to the main discussion) consider including this as an appendix.
3. How much detail to include?
It is not necessary, or even desirable; to describe every minute detail of what
was done. One of the most important aspects of good technical writing is to be
concise, yet remain informative. The ability to select what is essential, and to
omit what is merely incidental detail, is a skill every scientist needs to develop.
In view of this, the main part of your report must be within the word limit(s)
specified in the applicable module description. An overlong report will be
penalized and receive a lower mark than it otherwise deserves.
4. The nuts and bolts.
Two copies of the report need to be submitted. Students who have worked in
pairs must write and present independent reports, stressing those aspects of
the project for which they were individually responsible.
5. Format of reports.
Whilst not mandatory, there are good reasons for the usual format of a report.
Sections that you need to include are,
• Title
• Authors
• Abstract
• Table of contents
• Introduction
• Experimental techniques and methods
• Results and discussion
• Summary/conclusions
• References
• Appendices (if used)
In more detail,
3
5.1. First Page.
This should contain the title, the author(s) and the date.
Title.
This should convey the area and scope of the project.
For example,
“Rainbows” is poor – is this an investigation of the occurrence of rainbows in
medieval illuminated manuscripts? or their use as metaphors in popular art?
Or what?
A better choice might be “Rainbows: the deflection of light by liquid droplets
and the determination of droplet refractive index from measurements of
rainbow phenomena”
5.2. Second Page.
The Abstract.
The second page should consist only of the abstract. The idea of the abstract
is to provide a brief summary of the report. The reader should be able to pick
up from the abstract what the abstract entailed, how it was undertaken and an
indication of what was found out. An abstract should not review the report,
but should rather act as a sampler of the contents of the report. Typically the
abstract should be less than 200 words.
A poor example of title and abstract might be,
“The length of a piece of wood.”
The length of the piece of wood was found to be shorter than it should have
been. We had problems with our measuring device and could not obtain good
results. With better equipment we could have got better results.
It is poor because,
The length of the piece of wood was found (how was it measured?) to be
shorter (by how much?) than it should (should? – say’s who?) have been.
We had problems (what sort of problems?) with our measuring device and
could not obtain good (what is meant by good?) results. With better
equipment we could have got better results (a cop out!).
A better title and abstract might be,
“Interferometric measurements of the length of a piece of wood and
discrepancies with previous spectroscopic measurements”
The length of a piece of wood was measured using an interferometric
technique. Our results gave a length shorter by 1.5% than that found by
Hamel et al [1] who used a spectroscopic technique. However, our
measurements suffered from a large random error (2%), which we attribute to
4
the use of a lamp as the source of light. An alternative interferometric
measurement strategy employing a laser is suggested that should overcome
this problem.
[1] Hamel, R. et. al. Physical. Review. K, vol 34, pp 127, 2010
5.3. Third page.
This should comprise a table of contents, indicating the page numbers of the
different sections.
5.4. Fourth page and onwards.
Introduction.
This is where you need to outline the underlying concepts (and if required a
brief version of a any theory) needed to discuss the project.
Results and discussion.
Present your results in a logical sequence, highlighting what is important and
how the data you obtained have been analysed to provide the results you
discuss. You should discuss what you infer from the data. You need to adopt
a critical approach. For example, discuss the relative confidence you have in
different aspects of the measurements.. A poor example “the straight line fit
between dog type and owner size gave a slope of 0.3” Better would be ”the
data show a linear dependence between dog type and size of dog owner, with
a slope of 0.3+/- 0.03. However, there is a noticeable divergence from this
linear dependence for small dog types, as can be seen in the left hand side of
figure 8”.
Make sure that all diagrams, graphs etc. are properly labeled and have a
caption. A neat hand drawn diagram is preferable to a poorly made computer
diagram, or a poor resolution image copied from the web.
Summary and conclusion.
This is the section in which you need to put it all together. It differs from the
abstract in that,
It should be more informative, something that can easily be accomplished
because you may devote more words to it.
You should include a concise version of your discussion, highlighting what you
found out, what problems you had, and what might be done in the future to
remedy them. You should also indicate how the investigation could usefully
be continued.
5
Pages, diagrams, references and tables must all be numbered.
6. A word on references.
These are very important. Your report should be sufficient to indicate to the
reader what you have done, what you found out AND provide enough
information for them to repeat the work if they so wished. You will have made
us of information from a variety of sources, e.g. the speed of light from a book.
In these cases you must include reference to such sources. It maybe that
your project showed no evidence for cold fusion, but this might be because
the value of the specific heat of water you used was incorrect. By including a
reference to the source others can check your work and reduce the time taken
to make further advances.
There are generally three types of reference according to the source, journal
article, book, and web site.
Book – you need to cite title, authors, date published, edition (if not first), City
of publication and publisher. e.g.
“Elements of Nuclear Physics” W. E. Burcham, (London) Longman, 1979.
A journal article,
“The speed of light by interferometry” A. Dixon, Journal of Light, vol. 3, pp.
123-234, 2003.
A web page,
http://www.gobbeldygook.co.uk
A word of caution on web based information. Journal articles and most
books are peer reviewed. This means that other workers in the field have
checked them for accuracy etc.. This is not true of web sites. Be careful in
taking information from such sources and if at all possible verify the
information by checking in books etc. You should also read the web
information critically to see that it makes sense to you. You are a physicist
and should take pride in not being duped into making easy mistakes by
faulty information.
7. Assessment criteria.
6
These are used by markers to assess your report. You should look at the
these before drafting your report . The current version can be accessed from
the relevant page in the School Handbook at the bottom of the section on
formal reports at:
http://newton.ex.ac.uk/handbook/Yr3-BScProjects.html#Formal
8. Doing the report.
I suggest the following plan for writing a report.
1) Identify the story you wish to tell. Often this can be simply done by
deciding which diagrams and graphs of data you wish to include.
2) Draw up a plan of what you want to say and how this fits around the
diagrams/graphs you want to use.
3) Extend you plan to an outline that includes all the section headings you
will need.
4) Check through the outline to see that sequence is sensible and that
nothing vital has been ignored.
5) Check your outline through with someone else e.g. fellow student, tutor
or demonstrator.
6) Write a first full draft of the report.
7) Check the first draft through for consistency, obvious errors and
omissions (e.g. figure captions missing? References still to do?) If you
can get a friend to read through it critically so much the better.
8) Revise the draft and re-check until satisfied.
9) Submit report.
7
9. While writing and planning the report pay attention to the
following points:
A) Make sure you mention the background to, and aims of, the investigation
B) Include the basic concepts and theory relating to the investigation.
C) Describe the procedures used. Identify major sources of error and explain
how they were dealt with.
D) Only data directly relevant to the calculation of final results should be
presented, omit raw data. Graphs are a particularly effective way of
presenting results – only use table where it would make more sense that
providing a graph.
E) Final results should be presented clearly and concisely; include an
analysis of errors, but omit details of arithmetical manipulations.
F) If computer code was used or written, give details of the checks and
validations you performed on the code.
G) The interpretation of the results must be discussed, and improvements and
possible extensions of the work suggested.
H) Give references to any books, articles or other sources of information (e.g.
web sites) that have proved useful in preparing the report, or carrying out
the work.
© W. L. Barnes November 2000.

SAMPLE FORMAT OF STUDENT TEACHER PORTFOLIO

STUDENT TEACHER PORTFOLIO

Student teacher portfolio delineates a reflective account ofstudent teacher’s experiencesof the B.Ed. programme .

                              SAMPLE FORMAT OF STUDENT TEACHER PORTFOLIO

Semester	Date	Course Code	Name Of Event	Description Of Event	Evidence Details
One	14-09-2015	EDU 102	Psychology Test	Attempted a test on Positive Thinking using Questionnaire. The result revealed that I am very optimistic in my thinking.	Test report
One	18-09-2015	EDU 102	Primary school Visit	Visited St Thomas primary school, Tiruvalla and prepared a report showing the developmental characteristics of children.There were only 15 to 20 students in each class.	Soft copy of the Visit Report of the Visit

SAMPLE FORMAT OF REFLECTIVE JOURNAL

Date	Events	Levels Of Reflection	Journal Entry	Journaling Prompts
14-09-2015	Psychology test	Description	I have conducted a test on self concept using the questionnaire for the class 8th students	What happened?
		Feelings	I had a mental apprehension that they may misguide me by giving fake or incomplete responses.	What were your thoughts and feelings?
		Evaluation	All students were very much interested to mark their responses. They were eagerly waiting to know the score interpretation, so that they could understand their own self concept .I am ashamed that I misunderstood them about their responses	What was good and bad about the experience?
		Analysis	Since I had done good preparation work before conducting the test I was able to do it in a proper way. It was a new experience for the students and they seemed to enjoy a lot. I was pleased with my work.	What sense can you make of the situation?
		Conclusion	I felt that students were given choices of tests. I should inform class teacher and parents regarding their result.	What else could you havedone?
		Action plan	Including more  simple tests of other psychological variables will be beneficial	If it happens again what would you do?