Nov 21, 2013

Research on the teaching aspect of educational psychology

Research on the teaching aspect of educational psychology

a)      Educational psychology in the teaching of mathematics

b)      Research on moral psychology

c)       Research on differential psychology

d)      Comprehensive research linked to general educational reform

The development of educational psychology began with the introduction of theories from abroad. This was followed by a phase of testing, assimilation and thorough investigation, and finally by actual creative development. The results of research carried out in certain areas in conjunction with educational reforms are particularly salient. These results can be said to constitute a contribution to the worldwide development of educational psychology.

However, research does not yet cover a very wide range of fields and if a distinctively school of educational psychology is to be formed, much research still remains to be done regarding the influence of various internal and external factors on educational phenomena and the comprehensive application of research methodology and multi-factorial analysis. The theories generated by research findings need to be summarized and generalized, and traditional educational psychology must be tapped. Many specific issues in education require more through research.         

Looking back on how existing research and theories have influenced education and teaching, the need to train skilled people for the twenty-first century can be expected to produce some trends in educational psychology that will have a major impact on primary and secondary education and teaching methods.

The first of these trends is emphasis on the harmonious development of the whole personality. The acceptance of both cognitive psychology and humanist theories by educational psychologists illustrates the increasing awareness of educators of the need to consider the human being as an organic whole. In human psychology, it is impossible to separate knowledge, emotions, desires and actions. All of these things interact and promote one another. In both pure and applied research, the emphasis is on the patterns of the pupil’s cognitive development, including knowledge of knowledge, study tactics and study methods, as well as on the pupil’s motivations, emotions, moral character, etc. Such trends are influenced by contemporary developments in psychology and are also deeply influenced by society’s expectations for schools to train qualified people.

It is not enough for qualified people throughout the world to have knowledge and ability. If they are to meet future world challenges, it is even more important for them to have a sound moral character, a sympathetic heart, a sense of responsibility and a spirit of co-operation. Schools are therefore not merely places where knowledge is passed on. It is even more important that they enable pupils to learn the principles of conducting themselves in society- that they be places for ‘learning to learn’ and learning to be an upright human being.

The historic trends in the development of educational psychology, from educational philosophy to educational science to psychological science, inspired psychology historian Sir Cyril Burt to comment sadly in 1962 that, although psychology’s original objective was to study man, in the 100 years since it was given over to science, first the human soul was lost, then the human heart was lost and finally, he added, even human consciousness will completely disappear.

The second foreseeable trend is the evolution of a specifically system of educational psychology theories, combining international and indigenous elements. Where the international element is concerned, constant discrimination must be exercised in assimilating foreign theories and research methods which conform to scientific standards. Psychology is part of the spiritual wealth shared by all of mankind.

As for the indigenous element, psychology must develop in the direction of studying the native country, the native peoples and the native territory, in order to resolve the country’s own real, indigenous problems. If one looks at all of the different theories and factions in the history of psychology, one sees that all of them, to varying degrees, reflect the spirit of a time, a people and a place.

The third trend is the interpenetration of recent, development disciplines. This is a major feature and an important trend of modern science. The findings of research in various other disciplines have influenced the orientations of educational psychology research. For example, brain-research findings on the asymmetrical functioning of the two hemispheres of the cerebrum have revealed ways of developing the right brain so that the left and right hemispheres develop in a fully co-ordinated manner. These findings will have an impact on changes in teaching methods and classroom teaching models.