"YEAR OF FIGHT AGAINST CORRUPTION AND IMPUNITY"

FACULTY OF SCIENCE HEALTH

SCHOOL OF PSYCHOLOGY

WORK TITLE:
EDUCATIONAL PSYCHOLOGY AND TEACHING METHODS

TEACHER:

STUDENT:

CYCLE:
III-A
DEDICATION
To my parents for having forged me as the person who
I am currently; I owe a lot of my achievements to
You among which this is included. I was trained with
Rules and some freedoms, but at the end of the day, I
Motivated contaminate to achieve my desires

Thank you mother and father

 Introduction
The Sciences of Pedagogy are intertwined for the formation and improvement of an
efficient education system throughout the world. Among its various sciences is the
Educational Psychology, which comes in aid for the study of pedagogy and its effect on
students as human beings in order to achieve lasting teaching-learning experiences.
Among the various áreas that Educational Psychology studies in this work will find a
description of the contribution of Educational Psychology in the classification and
implementation of teaching methods. Educational Psychology divides teaching methods
into four logical methods: inductive, deductive, analytical and synthetic, also defining
the most common strategies in each of these. This classification is extremely useful for
the preparation, exercise and evaluation of teaching-learning experiences. It should be
mentioned that this does not limit the teacher to use one of these with exclusivity but to
analyze the objectives that are to be achieved and to organize learning experiences to
achieve a meaningful and lasting learning.
 THEORY of Educational Psychology.
Educational psychology

As its name indicates, educational psychology is an interdisciplinary science that is

identified with two different fields of study, but interdependent among them. On the one
hand, the psychological sciences, and, on the other, the education sciences.
The central nucleus between these two sciences is that which provides educational
psychology with a constitutive and proper scientific structure, which is shaped through
the study of learning; as a psychological phenomenon that basically depends on
aptitudes, individual differences and mental development, and also, as a fundamental
factor of education, as an objective of teaching or teacher-student relationship.
Educational psychology deals with the learning processes of educational issues and the
nature of interventions designed to improve that learning. It is not so much a separate
branch of psychology but as a set of questions and concerns that psychologists with
different backgrounds, different methods and different perspectives on learning and
development have been posed in different ways over decades.
However, educational psychology must be treated as an autonomous science, possessing
its own paradigms that range from experimental study to the treatment of specifically
educational problems that occur in the school setting.
We can therefore point out that educational psychology deals with issues such as:
• The learning process and the phenomena that constitute it, such as memory,
forgetfulness, transfer, strategies and learning difficulties.
• The determinants of learning, based on the study of the characteristics of the knowing
subject: cognitive, affective and personality dispositions that can influence learning
outcomes; the teaching and development of thought, educational implications; and
students with special needs.
• The existing educational interaction between teacher-student, student-student, teacher-
student-educational context, as well as education in the family, the structure and process
of the classroom as a group, and discipline and control in the classroom.
• The processes of instruction: psychological processes of instruction, instruction and
development, objective of instruction, individualized teaching, psychoeducational
evolution and the school process.
Later you will find a breakdown of the contributions of educational psychology in the
development of educational methods and strategies according to the classification of the
psychologists Pienkevick and Diego González.
In the development of educational psychology, three major trends within cognitive
psychology have been essentially relevant. First, there has been a shift towards the study
of increasingly complex forms of cognitive behavior, including those that are part of the
school curriculum. Secondly, there has been an increasing interest in the role of
knowledge of human behavior, directing efforts at present to find ways to represent the
structure of knowledge and to discover how knowledge is used in different forms of
learning. As a natural consequence of this interest, attention now focuses on the
meaningful character and understanding as a normal part of the learning process.
For the moment educational psychology has been characterized as a very descriptive
science, which analyzes the execution, but does not produce suggestions to improve
them. The aim of the majority of educational psychologists is to turn it into a descriptive
science capable of guiding teaching processes as well as describing learning processes.

Components of a prescriptive approach to educational psychology.

There are four components of a prescriptive theory of learning. These are:

to. description of the state of knowledge to be acquired;

b. description of the initial state with which the student begins;
c. specification of the interventions that can help the student to go from his initial state
to the desired state, and
evaluation of specific and generalized learning outcomes.
Until now, educational and cognitive psychology have focused mostly on components
(a) and (b). Most of the investigations have been devoted to the description of the
processes of those who are skilled in their execution in different domains. With the
increasing volume of work on children and the various contrast studies that have been
provided, a considerable process is currently taking place in the construction of
descriptions of initial and intermediate competency states.
With regard to component (c), which specifies the educational acts that can help
students to transform from their initial stages, educational psychology still awaits a long
way to go. This study derives the methods, techniques and strategies to be used in the
classroom.

Some researchers have offered extensive suggestions, such as reducing memorization

demands in the early stages of teaching a concept, linking syntactic rules with semantic
justifications for procedures, or helping students acquire and organize large amounts of
information. specific to a domain. Some studies have directly investigated the effects of
such education in some limited domain. However, most of the educational
recommendations that can be drawn from cognitive psychology should be considered as
very general principles that need study and elaboration in multiple domains of learning.

While cognitive psychology has developed a theory of the human being as an active
knowledge builder, a new vision of learning is being born: that which describes the
changes in knowledge as the result of students' self-modification of their own processes
of knowledge. thought and knowledge structures. This in turn means that teaching
should not be designed to introduce knowledge into the minds of students, but to place
students in a position that allows them to build a well-structured knowledge. To know
what these populations are likely to be, it is necessary to know more than what is known
now about the cognitive processes within learning. While a richer picture of cognitive
learning processes is being formed, partly from descriptive studies of the
transformations of knowledge under various educational situations, the scientific basis
for a more descriptive theory of intervention will be available.
With respect to the evaluation of specific and general results, component (d), of
learning, it seems that educational psychology has more necessary instruments. At least
in theory, it is possible to use the descriptions of the desired and intermediate states of
knowledge, which are now being identified through analysis of cognitive tasks, to create
methods that measure the success of educational efforts. Instead of dealing with
execution in a specific set of tasks such as the goal of education, it should be possible to
treat task performance as the indicator of understanding and knowledge, which are
deeper objectives of education. Considering it from the laboratory, this aspect seems
almost trivial, since it is exactly as much of the cognitive research in the interpretation
of behavioral data proceeds.

Classification of teaching methods

The logical methods

Relationship between logical methods of teaching and learning strategies

The inductive method

They are named like this, when what is studied is presented by means of particular
cases, until reaching the general principle that governs it.
Many authors agree that this method is the best method to teach Natural Sciences given
that it offers students the elements that originate the generalizations and that leads them
to induce the conclusion, instead of supplying it in advance as in other methods.
This method generates great activity in the students, involving them fully in their
learning process. Induction is based on experience, on observation and on events when
happening in itself. Properly oriented, it convinces students of the constancy of the
phenomena and the possibility of generalization that will lead to the concept of
scientific law.

For example, to establish the law of dilation in bodies, we start from a proven truth or a
known cause: heat. It is observed experimentally how water, when passing from the
liquid state to the solid occupies more space; How the gas expands or how a ball for a
metal ring of equal diameter, once this ring has been heated to fire. Through these and
other observations, the formulation of the law is reached. (Spencer, Guidici 1964).
The observation
It consists of projecting the student's attention on objects, events or phenomena, as they
are presented in reality, completing analytically the data provided by the intuition. The
observation can be either of material objects, or of facts or phenomena of another
Nature.
It can be of two types: the direct observation that is what is made of the object, fact or
real phenomenon; and indirect observation, which is based on its graphic or multimedia
representation.
The observation is limited to the description and recording of the phenomena without
modifying them, nor expressing value judgments.
Example: Observation of the formation of mushrooms in a slice of bread left for several
days.
The experimentation
It consists in provoking the phenomenon under study so that it can be observed under
optimal conditions. This is used to check or examine the characteristics of a fact or
phenomenon.

Example: A group of children mix primary colors to obtain different shades and new
colors.
The comparison
Establishes the similarities or differences between objects, facts or phenomena
observed, the comparison complements the analysis or classification, because it uses the
sharpness of the mind and thus allows to notice differences or similarities not only
numerical, spatial or temporal, but also of qualitative content.
Example: In a literature class compare the literary style of two contemporary writers.
The abstraction
Selects the common aspects to several phenomena, objects or facts studied and observed
in plurality, to then be extended to other phenomena or similar events by way of
generalization. Another interpretation of this procedure is to study in isolation a part or
element of a whole, excluding the other components.
Example: To arrive at the concept of force of attraction, students observe the
phenomena of magnetism, what is interesting is that all observations lead to the
understanding of the concept of attractive force.
The generalization
It consists of applying or transferring the characteristics of the phenomena or facts
studied to all those of their same nature, class, gender or species. Generalization
constitutes a universally accepted law, norm or principle. In the teaching,
generalizations are made continuously, because with it the result of the inductive
procedure is verified.
Example: from the observation of the characteristics of a certain number of animals
(chicken, duck, pigeon, goose and parrot) students arrive at the concept of birds, that is,
they are animals that have feathers, beaks and two legs.
The deductive method
Consists in inferring particular propositions from universal or more general premises
The teacher presents concepts, principles, affirmations or definitions from which
conclusions and consequences are drawn. The teacher can lead students to conclusions
or criticize particular aspects based on general principles. An example is the axioms
learned in Mathematics, which can be applied to solve problems or particular cases.
Among the procedures used by the deductive method are application, testing and
demonstration.
The application.

It has great practical value since it requires starting from the general concept, to the
particular cases. It is a way of fixing knowledge as well as acquiring new thinking
skills.
Example: Propose to the third grade students who already know the four basic
mathematical operations that prepare a budget for an excursion to the National
Aquarium, taking into account all the expenses.
Checking
It is a procedure that allows to verify the results obtained by the inductive laws, it is
used more frequently in physical science and in mathematics.
Example: Falling bodies describe a parabola. This can be checked with a smooth board
lined with drawing paper, on which a carbon paper of the same size is placed. When
throwing a small ball of sufficient weight, trying not to print it when throwing any
lateral movement, the paper will get a picture that represents the parabola described by
the body.
The demonstration
This part of established truths, from which draw all logical and obvious relationships to
leave no doubt of the conclusion, the principle or law that is to be proven true. From the
educational point of view, a demonstration is a visualized explanation of an important
event, idea or process. The educational demonstration is generally used in mathematics,
physics, chemistry and biology.
Example: perform the demonstration of the Pythagorean Theorem on the board.
The analytical method
By means of the analysis the facts and phenomena are studied separating their
constituent elements to determine their importance, the relationship between them, how
they are organized and how these elements work.
consequences, among others. Then perform the examination of the causes: Why did
they originate? ... What causes contributed to its outbreak? The classification It is a
form of division that is used in research to gather people, objects, words from the same
class or species or to group particular concepts. In teaching it is used to divide a whole
into groups and facilitate knowledge. Example: when the student studies the climate he
analyzes separately the elements of this: temperature, humidity, winds, precipitation,
atmospheric pressure, among others. By the process of division, examine one of those
fragments that make up the whole: the winds, for example, and use the classification
procedure to refer to the different types of winds The synthetic method Gather the parts
that separated in the analysis to reach the whole. Analysis and synthesis are
complementary procedures, since one follows the other in its execution. The synthesis
requires the student the ability to work with elementa to combine them in such a way
that they constitute
a scheme or structure that was not previously clearly present. The conclusion It is the
result or resolution that has been taken after having discussed, researched, analyzed and
exposed a topic. At the end of a learning process, a conclusion is always reached.
Example: After analyzing the problems of garbage in the playground of the school, it is
concluded that this happens because of the lack of waste containers and a cake sale is
organized to raise funds for the purchase of more containers. .
The summary
It means reducing the essentials of a topic to brief and precise terms.
Example: after the students have read several chapters of the topic, summarize in two
paragraphs the mummification process used in Egypt.
The synopsis
It is a condensed and chronological explanation of related issues, facilitating a joint
vision.
Example: make a picture of the different continents, their countries, and other
characteristics.
The definition It is a proposition that expresses with clarity and accuracy the generic
and differential characters of something material or immaterial. Example: once the first
part of the topic of pollution is finished, the student will elaborate a definition of
contamination. The pedagogical methods The traditional dogmatic method Following
the classification of Pinkevich and González, the teaching methods are classified in the
logical or knowledge methods and secondly the pedagogical or traditional methods. The
traditional dogmatic methods are based on an unlimited trust in the reason of man and
are based on the authority of the teacher. This was the method of the medieval school,
but it is still valid in many schools.

n this method the student receives as a dogma everything that the teacher or the
textbook transmits to him; it requires educators with special gifts from exhibitors, since
the way in which students receive knowledge is through descriptions, narrations and
discourses about events or events. The student responds to the teacher's requirements
through assignments or written assignments or recited (by memory).
This abstract and verbal method promotes the reproductive learning and the passive
attitude of the students, preventing the development of their critical and reflexive
capacity.
 conclusion
The contributions of Educational Psychology are numerous in the field of Pedagogy. Its
contribution in the field of teaching methods helps the best classification of the different
teaching-learning strategies.
There are great debates between pedagogues and educational psychologists among the
supposed new teaching methods, attributing characteristics and sophisticated names.
Each one of these delimiting one of the logical methods or the mixture of two, strongly
criticizing those excluded from his method.
It is very important that teachers understand that there is no teaching method superior to
others and that the best method is one that can achieve a meaningful and lasting learning
of the objectives of the specific class that is being addressed. It has repeatedly been
shown that mixing different methods through didactic planning helps maintain the
active interest of students.
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Madrid.
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Lithographic Ingramex; 1999; Mexico.
• Moquete, Jacobo; Introduction to Education. Malibu and Editora Tavarez; nineteen
ninety five; Santo Domingo.