educational Psychology

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Educational psychology or educational psychology (Engl. Educational psychology ) is a branch of psychology that deals with the description and explanation of the psychological components of education, teaching and socialization processes, including their forms and situations. The knowledge of educational psychology is attempted to optimize educational action or to change it in a goal-oriented manner. The scope and application of educational psychology includes all social fields and institutions of the educational, educational and socialization systems of different societies and cultures.

Theories

Educational psychology is a branch of applied psychology such as B. industrial and organizational psychology . Your questions and topics (e.g. analysis of school performance ) are also dealt with in the context of educational science , which in this regard is dependent on empirical studies. In Germany, the empirical and experimental study of educational psychology began at the beginning of the 20th century with Aloys Fischer , Ernst Meumann and Wilhelm August Lay . Ultimately, this orientation only became decisive through the "empirical turnaround" in German-language pedagogy introduced by Heinrich Roth in the 1960s.

Pioneers in intelligence research

Main article: Intelligence theory

The great pioneers around the same time were Alfred Binet ( Mental Fatigue , 1898) in France and Edward Thorndike (1874–1949) in the USA . The Binet-Simon test was the first intelligence test to identify children with developmental disorders. Binet also called for teachers to learn diagnostics in order to be able to specifically support children. In 1916 Lewis Terman created the Stanford-Binet test , which has subsequently been widely used, especially in the deployment planning of soldiers. Edward Thorndike developed the theory of instrumental conditioning . He also examined the transfer effects of learning, such as the question of whether old languages ​​promoted general intelligence. He also deals with dictionaries, which for the first time take into account the degree of maturity of the users. He also controlled an intelligence test ( Lorge Thorndike Intelligence Test ) according to his intelligence theory, which already included social competence. When researching intelligence, but also with other psychological traits such as social behavior, the question always arises to what extent they are inherited or to what extent they can be developed to a certain extent. Only then do possible pedagogical tasks arise.

motivation

Main article: Motivation

In the discussion with Howard Gardner's theory of multiple intelligences, it was disputed what phenomena of intelligence are and what personality traits, on the other hand, are. Daniel Goleman popularized this side of successful trading with Emotional Intelligence . In addition to intelligence, other psychological factors determine school and life success: self-control , conscientiousness , empathy , ability to deal with conflict and other social skills, but above all motivation . This includes striving for achievement, commitment , initiative and an optimistic attitude. Clark L. Hull determined the role of goal orientation ( goal gradient effect ) in motivation . The clearer the goal is in sight, the greater the willingness to make an effort. There are many influences for school motivation, from grades and qualifications ( extrinsic ) to physical and mental health to role models and self-images ( intrinsic ). Heinz Heckhausen even summarized them in a formula.

Learn

Learning theories differentiate between types of learning and learning processes according to their psychological foundations ( behavioral and cognitivistic learning theories). Compared to the American behaviorists ( Watson , Skinner ), Gestalt psychology, which arose in Germany, represented the active role of the subject in perception; learning therefore does not take place as a drill through the stimulus-response model . Gestalt psychology also came to the USA through exiles such as Max Wertheimer , Wolfgang Köhler and Kurt Lewin and initiated the cognitive turnaround . (Can be through after the resumption formative psychological theories in the 1950s Friedrich Copei had the Wertheimer in Berlin is one) was in Germany the way to solve problems in Henry Roth at the center. The perceived chaos is searched for a satisfactory solution by the active mind. Edward Tolman invented the cognitive map in a mediating position and distinguished for the first time between competence and execution, performance . Robert Gagné proposed an integration of various lines of theory, which he implemented in the teaching phase. The classification of learning goals based on mental performance was Benjamin Bloom's big topic . On the basis of his cognitive learning theory, which focuses in particular on the formation of concepts about reality, Jerome Bruner pleaded for more sustainable discovery learning .

development

The Developmental Psychology explores mental and cognitive skills in particular in successive phases of life. Anyone who knows the child's level in a certain phase can make statements about the appropriate knowledge and skills in this phase, as Jean Piaget did. However, according to him, it has been shown that the individual differences in development make general statements difficult. Didactics also have to draw conclusions from the results of developmental psychology when selecting suitable materials for teaching , as Hans Aebli did. Important models today come from Jane Loevinger and Robert J. Havighurst .

Sociality

There is a large overlap here with social psychology . Lev Vygotsky's theory of socio-cultural learning depending on the social environment had a great influence . It was also widely received outside of the Soviet Union . He described zones of next development and pedagogical "tasks" in the upcoming development. The Canadian Albert Bandura dealt with social effects on the aggressiveness of children and started with observational learning and imitation . Important psychologists today are Urie Bronfenbrenner or, in Germany, Klaus Hurrelmann .

interaction

In an educational process there is the basic teacher-learner relationship that is filled through interactions . The Humanistic Psychology ( Carl Rogers , Fritz Perls ), which has developed as Gestalt psychology to behaviorism, considers the lessons in this regard holistically felicity conditions that affect the attitude of the teacher and the learner: to From teacher appreciation, respect, warmth and show consideration; his empathic understanding must be accepted by the learner with their ideas and feelings; it should radiate authenticity and authenticity. The learners develop their own learning program, help with a positive learning climate, practice self-discipline, the learning process is more important than the learning content. Critics oppose the high level of idealism that is lost in normal classrooms.

The psychoanalysis , which precludes most behaviorism, also has an educational dimension ( Siegfried Bernfeld , Bruno Bettelheim ) unfolds that starts or the unconscious processes in education studied identification and defense. A Psychoanalytic education school but is so far still only in its infancy.

Neurological basics

After all, there is a neurological basis for learning and behavior. Hebb's Law (1949) is a proven basis, according to which the formation of connections between neurons by synapses has a plasticity that can be influenced : the more activity in the neurons, the more interaction of the nerve cells and overall better performance. In the early phase of the child, this results in the need for intensive stimulation of experiences in order to optimize neural development.

Tasks of educational psychology

The tasks of educational psychology are the optimization of education, support, teaching and teaching in all forms. Your findings are used in educational counseling , school psychology and in general counseling psychology . Prerequisites are u. a. Knowledge of the pedagogical-psychological diagnosis , the learning and instructional psychology , the developmental conditions in children, the social psychological factors in the contexts of the various institutions and the specific circumstances of educators, teachers and parents.

Important topics in educational psychology are:

interaction

Basic, pedagogically relevant perspectives from the perspective of psychology are e.g. B. Theories of socialization of humans, the interactions of parents and children or the teacher-student as well as the student-student interaction and their consequences for the people involved (children, parents; students, teachers). Educational psychology uses developmental and social psychological findings.

Intervention, prevention, promotion

Another aspect of educational psychology is prevention and intervention , which are expressed in preschool support programs, support programs for pupils with learning disorders or behavioral problems and in support for the gifted . Different aspects of learning such as self-regulated learning or self-directed learning and various learning strategies are taken into account. This aspect also includes the development of curricular requirements and multimedia learning . Support, prevention and intervention measures can also relate to educators (teachers, parents) (e.g. parent training , programs to promote teacher health, to reduce teacher anxiety or to promote teaching skills).

Diagnosis

An additional aspect is the pedagogical- psychological diagnosis , which deals with pedagogical deficits of all kinds, with giftedness , with learning controls (in the sense of criterion- or social norm-related tests, both formal and informal), with school grades as well as evaluation in school performance comparison - in last decade also TIMSS and PISA - busy. In addition, the success of a measure must be proven by appropriate diagnostic measures for every intervention.

Further topics in educational psychology are:

literature

Introductions and manuals

  • M. Hasselhorn , A. Gold: Educational Psychology. Kohlhammer, Stuttgart 2006.
  • A. Krapp, B. Weidenman (Ed.): Pedagogical Psychology. 5th edition. Beltz, Weinheim 2006.
  • Gerd Mietzel : Educational psychology of learning and teaching. 8th edition, Hogrefe, Göttingen 2007.
  • H. Lukesch : Introduction to Pedagogical Psychology (= Psychology in Teacher Training. Volume 1). 4th edition, Roderer, Regensburg 2006.
  • Hans-Peter Nolting , Peter Paulus: Educational Psychology . Kohlhammer, Stuttgart 1992, ISBN 3-17-010479-9 .
  • Detlef Rost et al. (Hrsg.): Short dictionary pedagogical psychology. 5th adult Edition. Beltz PsychologieVerlagsUnion, Weinheim 2018, ISBN 978-3621282970 .
  • Reinhard Tausch , Anne-Marie Tausch : Educational Psychology, Publishing House for Psychology CJ Hogrefe, Göttingen (several editions)
  • RF Wagner, A. Hinz, A. Rausch, B. Becker (Eds.): Module Educational Psychology. Klinkhardt, Bad Heilbrunn 2009, ISBN 978-3-8252-3190-3 .
  • E. Wild, J. Möller (Ed.): Educational Psychology. 2nd Edition. Springer, Heidelberg / Berlin 2015, ISBN 978-3-642-41290-5 .
  • Anita Woolfolk : Educational Psychology. Pearson Studium, Munich 2008, ISBN 978-3-8273-7279-6 . (German translation based on the 10th US edition)

Special

  • Wolfgang Metzger : Psychology for Educators. 3rd revision. Edition. Kamp, Bochum 1976, ISBN 3-592-71510-0 . ("Classics" of gestalt psychologically oriented educational psychology)
  • C. Klicpera, B. Gasteiger-Klicpera: Psychology of reading difficulties and writing difficulties. Development, causes, promotion. PVU, Weinheim 1995.
  • M. Soff: Gestalt theory for schools. Teaching, upbringing and teacher health from a classic psychological perspective. Verlag Wolfgang Krammer, Vienna 2017, ISBN 978-3901811746 .

Web links

Individual evidence

  1. ↑ Helmut Lukesch: Introduction to Pedagogical Psychology (= Psychology in Teacher Training, Volume 1). Roderer, Regensburg 2006.
  2. ↑ Jutta Heckhausen, Heinz Heckhausen: Motivation and Action . In: Springer textbook . 2010, ISSN  0937-7433 , doi : 10.1007 / 978-3-642-12693-2 ( springer.com [accessed August 9, 2020]).
  3. ↑ Didactics and Gestalt Psychology
  4. ↑ Wolfgang Roth: Humanistic Psychology and Pedagogy , 2014 ( PDF )
  5. ↑ Norbert Kühne : Early Development and Upbringing - The Critical Period, in: Teaching Materials Pedagogy - Psychology, No. 694, Stark Verlag, Hallbergmoos; is now distributed by Raabe Verlag