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Educational Psychology Nagarajan Book In Tamil Pdf Download __FULL__


Special Issues can be accessed through the Collections link on the right-hand sideEducational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline.




Educational Psychology Nagarajan Book In Tamil Pdf Download



The BEd exams are either yearly or semester wise. It is hard to get Full PDF and Short Exam Notes and books in one place for BEd in Both Hindi and English. Here are the complete notes of all B.Ed subjects which you can easily download and get distinction marks in B.Ed Exams.


These Notes and Study material of the B.Ed course is specially designed as per the latest NCTE Syllabus. Student teachers can easily download the PDF of BEd notes and Books of all the subjects. All the topics and reference books are also mentioned in all the pdf Notes for B.Ed Students.


B. Ed is a two or four years integrated program. Here you can download the PDF notes and books for BEd 1st year subjects like contemporary India and Education, Childhood and growing up, teaching and learning, practical subjects include ICT, Reading and reflecting on texts, understanding the Self. Teaching subjects are also called pedagogy subjects. These are the teaching subjects for student teachers.


Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.[1]


Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education, classroom management, and student motivation. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.[2]


The field of educational psychology involves the study of memory, conceptual processes, and individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.[1]


As a field of study, educational psychology is fairly new and was not considered a specific practice until the 20th century. Reflections on everyday teaching and learning allowed some individuals throughout history to elaborate on developmental differences in cognition, the nature of instruction, and the transfer of knowledge and learning. These topics are important to education and, as a result, they are important in understanding human cognition, learning, and social perception.[4]


Some of the ideas and issues pertaining to educational psychology date back to the time of Plato and Aristotle. Philosophers as well as sophists discussed the purpose of education, training of the body and the cultivation of psycho-motor skills, the formation of good character, the possibilities and limits of moral education. Some other educational topics they spoke about were the effects of music, poetry, and the other arts on the development of individual, role of teacher, and the relations between teacher and student.[4] Plato saw knowledge acquisition as an innate ability, which evolves through experience and understanding of the world. This conception of human cognition has evolved into a continuing argument of nature vs. nurture in understanding conditioning and learning today. Aristotle, on the other hand, ascribed to the idea of knowledge by association or schema. His four laws of association included succession, contiguity, similarity, and contrast. His studies examined recall and facilitated learning processes.[5]


In the 18th century the philosopher Jean-Jacques Rousseau espoused a set of theories which would become highly influential in the field of education, particularly through his philosophical novel Emile, or On Education. Despite stating that the book should not be used as a practical guide to nurturing children, the pedagogical approach outlined in it was lauded by Enlightment contemporaries including Immanuel Kant and Johann Wolfgang von Goethe. Rousseau advocated a child-centred approach to education, and that the age of the child should be accounted for in choosing what and how to teach them. In particular he insisted on the primacy of experiential education, in order to develop the child's ability to reason autonomously. Rousseau's philosophy influenced educational reformers including Johann Bernhard Basedow, whose practice in his model school the Philanthropinum drew upon his ideas, as well as Johann Heinrich Pestalozzi. More generally Rousseau's thinking had significant direct and indirect influence on the development of pedagogy in Germany, Switzerland and the Netherlands. In addition, Jean Piaget's stage-based approach to child development has been observed to have parallels to Rousseau's theories.[8]


Vives introduced his educational ideas in his writing, "De anima et vita" in 1538. In this publication, Vives explores moral philosophy as a setting for his educational ideals; with this, he explains that the different parts of the soul (similar to that of Aristotle's ideas) are each responsible for different operations, which function distinctively. The first book covers the different "souls": "The Vegetative Soul;" this is the soul of nutrition, growth, and reproduction, "The Sensitive Soul," which involves the five external senses; "The Cogitative soul," which includes internal senses and cognitive facilities. The second book involves functions of the rational soul: mind, will, and memory. Lastly, the third book explains the analysis of emotions.[11]


There were three major figures in educational psychology in this period: William James, G. Stanley Hall, and John Dewey. These three men distinguished themselves in general psychology and educational psychology, which overlapped significantly at the end of the 19th century.[4]


James is the father of psychology in America but he also made contributions to educational psychology. In his famous series of lectures Talks to Teachers on Psychology, published in 1899, James defines education as "the organization of acquired habits of conduct and tendencies to behavior".[15] He states that teachers should "train the pupil to behavior"[15] so that he fits into the social and physical world. Teachers should also realize the importance of habit and instinct. They should present information that is clear and interesting and relate this new information and material to things the student already knows about.[15] He also addresses important issues such as attention, memory, and association of ideas.


Alfred Binet published Mental Fatigue in 1898, in which he attempted to apply the experimental method to educational psychology.[9] In this experimental method he advocated for two types of experiments, experiments done in the lab and experiments done in the classroom. In 1904 he was appointed the Minister of Public Education.[9] This is when he began to look for a way to distinguish children with developmental disabilities.[9] Binet strongly supported special education programs because he believed that "abnormality" could be cured.[9] The Binet-Simon test was the first intelligence test and was the first to distinguish between "normal children" and those with developmental disabilities.[9] Binet believed that it was important to study individual differences between age groups and children of the same age.[9] He also believed that it was important for teachers to take into account individual students' strengths and also the needs of the classroom as a whole when teaching and creating a good learning environment.[9] He also believed that it was important to train teachers in observation so that they would be able to see individual differences among children and adjust the curriculum to the students.[9] Binet also emphasized that practice of material was important. In 1916 Lewis Terman revised the Binet-Simon so that the average score was always 100.[14] The test became known as the Stanford-Binet and was one of the most widely used tests of intelligence. Terman, unlike Binet, was interested in using intelligence test to identify gifted children who had high intelligence.[9] In his longitudinal study of gifted children, who became known as the Termites, Terman found that gifted children become gifted adults.[14]


The number of people receiving a high school and college education increased dramatically from 1920 to 1960.[9] Because very few jobs were available to teens coming out of eighth grade, there was an increase in high school attendance in the 1930s.[9] The progressive movement in the United States took off at this time and led to the idea of progressive education. John Flanagan, an educational psychologist, developed tests for combat trainees and instructions in combat training.[9] In 1954 the work of Kenneth Clark and his wife on the effects of segregation on black and white children was influential in the Supreme Court case Brown v. Board of Education.[14] From the 1960s to present day, educational psychology has switched from a behaviorist perspective to a more cognitive-based perspective because of the influence and development of cognitive psychology at this time.[9]


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