Educational Psychology

 

Educational Psychology

 

1. What is “Metacognition”?

Metacognition refers to “thinking about one’s own thinking.” It involves planning, monitoring, and evaluating one’s learning strategies. Example: A student reflecting on which study methods work best for them.

 

2. Define ‘Scaffolding’ in Vygotsky’s theory.

Scaffolding is the temporary support provided by a teacher or peer to help a learner achieve a task just beyond their current ability (Zone of Proximal Development). Support is gradually withdrawn as competence increases.

 

3. What is ‘Classical Conditioning’? Give an educational example.

Learning through association (Pavlov). Example: A student feels anxious (conditioned response) when hearing a bell (conditioned stimulus) if the bell was previously associated with tests (unconditioned stimulus).

 

4. Explain Kohlberg’s stages of moral development.

 

Three levels:

 

1.Pre-conventional (obedience/punishment, self-interest)

2.Conventional (interpersonal accord, law/order)

3.Post-conventional (social contract, universal ethics).

 

Critique: Culturally biased, emphasizes reasoning over behavior.

 

5. What is ‘Intrinsic Motivation’? How can teachers foster it?

Motivation driven by internal rewards (e.g., curiosity, enjoyment). Teachers can foster it by:

 

Ø      Offering choices

Ø      Connecting content to student interests

Ø      Encouraging autonomy

Ø      Using inquiry-based learning.

 

6. Describe Bruner’s ‘Discovery Learning’.

Learning through active exploration and problem-solving. Students construct knowledge by interacting with their environment. Teachers act as facilitators, providing resources and guiding inquiry.

 

7. What is ‘Multiple Intelligences’ (Gardner)? List 5 types.

Theory proposing 8+ distinct intelligences:

 

1.Linguistic

2.Logical-Mathematical

3.Spatial

4.Bodily-Kinesthetic

5.Musical

(Others: Interpersonal, Intrapersonal, Naturalistic).

Implication: Diversify teaching methods to cater to varied strengths.

 

8. Define ‘Growth Mindset’ (Dweck).

Belief that abilities can be developed through effort and learning (vs. “fixed mindset”). Teachers can promote it by praising effort, embracing mistakes as learning opportunities, and teaching brain plasticity.

 

9. What is ‘Operant Conditioning’ (Skinner)?

 Learning shaped by consequences:

Reinforcement (increases behavior): Positive (add reward) / Negative (remove aversive stimulus)

Punishment (decreases behavior): Positive (add aversive) / Negative (remove reward).

Example: Giving extra marks (positive reinforcement) for homework completion.

 

10. Explain ‘Self-Efficacy’ (Bandura).

Belief in one’s ability to succeed in specific tasks. Influenced by: 

Ø      Mastery experiences 

Ø      Vicarious experiences (observing others) 

Ø      Verbal persuasion 

Ø      Emotional state. 

Key for: Resilience and goal-setting. 

 

11. What are Piaget’s 4 stages of cognitive development?

 

1. Sensorimotor (0-2 yrs): Object permanence. 

2. Pre-operational (2-7 yrs): Egocentrism, symbolic play. 

3. Concrete Operational (7-11 yrs): Conservation, logical thought. 

4. Formal Operational (11+ yrs): Abstract reasoning. 

 

12. Define ‘Inclusive Education’.

Educating all students (including those with disabilities, diverse backgrounds) in general classrooms with appropriate support. Based on principles of equity, access, and social justice. 

 

13. What is ‘Formative Assessment’?

Ongoing evaluation during instruction to monitor learning and provide feedback (e.g., quizzes, class discussions, peer reviews). Aims to *improve* learning (vs. summative assessment, which judges final outcomes). 

 

14.  Describe Maslow’s ‘Hierarchy of Needs’.

A pyramid of human needs: 

- Deficit needs: Physiological, Safety, Love/Belonging, Esteem. 

- Growth need: Self-Actualization (fulfilling potential). 

- Educational implication: Students cannot focus on learning until basic needs (e.g., safety, food) are met. 

 

15. What is ‘Constructivism’?

Learning theory where learners actively ‘construct’ knowledge through experiences and reflection. Key theorists: Piaget (cognitive), Vygotsky (social). Teachers create experiential, collaborative learning environments. 

 

16. Define ‘Learning Disability’.

Neurological disorder affecting specific cognitive processes (e.g., dyslexia—reading, dyscalculia—math). Not due to intellectual disability, lack of instruction, or cultural factors. 

 

17. What is ‘Emotional Intelligence’ (Goleman)?

Ability to recognize, understand, manage one’s own emotions and empathize with others. Components: Self-awareness, self-regulation, motivation, empathy, social skills. 

 

18. Explain ‘Transfer of Learning’.

Applying knowledge/skills learned in one context to another. Types: 

Ø      Positive transfer: Past learning aids new learning. 

Ø      Negative transfer: Past learning hinders new learning. 

Ø      Near vs. Far transfer (similar vs. dissimilar contexts). 

 

19. What are ‘Learning Styles’? Critique their use.

Theory that individuals learn best through specific modalities (e.g., visual, auditory, kinesthetic). Critique: Lacks empirical support; effective teaching should use *multimodal* approaches instead of labeling students. 

 

20. Describe ‘Bloom’s Taxonomy’ (Revised).

Hierarchy of cognitive skills: 

1. Remember → 2. Understand → 3. Apply → 4. Analyze → 5. Evaluate → 6. Create. 

Used to design learning objectives and assessments targeting higher-order thinking.