Android Educational Game: Introduction to Basic Logic for Children

Introduction to Basic Logic aims to develop children\u27s thinking abilities about numbers and quantities to teach activities that are in accordance with the development of their thinking power. Learning in children requires an educational media game facility, one of which is the Educational Game. This educational type game aims to provoke children\u27s interest in learning the subject matter while playing the game. Mobile games can be an alternative in children\u27s learning. Basically children prefer to play rather than learn. This is natural, because child psychology is playing. Based on these problems an educational game application is made for the introduction of basic logic in Android-based children, so that it can produce alternative learning for children. This educational game is intended for children aged 6-7 years because children aged 6-7 years have begun to understand the concept of numbers and develop sensitivity in solving a problem. And trials are carried out using a questionnair

Engagement and Positive Psychology for STEM Learning and Beyond

Positive psychology is the study of how people flourish. A considerable amount of recent scientific research is now showing how the basic tenets of positive psychology used in schools can boost engagement, learning and wellbeing for students and teachers. These principles apply to any type of learning, including STEM courses. The concepts and practices of positive psychology effectively serve as affective multipliers, enhancing learning success and personal wellbeing. This seminar will introduce a sampler plate of ideas and activities from their course for first-year UMass students, entitled “Positive Psychology: The Science of Happiness, Creativity, and Accomplishment.

An Integrative Neurological Model for Basic Observable Human Behavior

The scientific method uncovers information from the natural world in small increments. This spurs the design of models to explain how the pieces fit together and to identify future targets of research. This is especially the case in psychology, where visualizing concepts is an advantageous practice. One all too common criticism of cognitive and behavioral models in psychology is the lack of a biological basis. This paper aims to alleviate part of this issue by integrating currently understood biological and neurological mechanisms that drive psychological phenomena into a predictive and descriptive model for basic human behavior. To accomplish this task, this paper explores numerous scientific reviews and studies regarding sensory perception, emotion, learning, and memory. This paper also features original research about decision making. Creating this model is a necessary first step for targeting possible future research and clinical practices related to human behavior

Teaching and Learning Through Asking Basic Disciplinary Questions: Examples from Developmental Psychology

This paper offers an approach to teaching developmental psychology that is based on the position that developmental psychology does not consist of a static set of facts about phases and stages. Instead, developmental psychology is a process of inquiry that is shaped by individual and cultural values. The current pedagogical approach is also based on the position that teaching and learning require active participation by students and instructors. These conceptions lead to structuring classes in terms of “Basic Developmental Questions.” Asking questions provides a way for students to become actively engaged in class, and to consider different perspectives in developmental psychology. It further encourages students to take questioning attitudes themselves. The “Basic Developmental Questions” are explained, and the applicability of the current approach to any psychology class is considered

Understanding the Effect of Individual Differences on Second Language Acquisition: Focusing on Personality

In this world, the most obvious difference between people is the difference in appearance. In its simplest aspect, we know that everyone in this world is unique. Definitely, in the aspect of learning, the learning outcome of each student is different. Even based on the same age, same subject, same teacher, same gender, the results of learning are different. This makes it necessary to study individual differences in learning. As a second language teacher, it is necessary to study the impact of individual differences on second language acquisition. This field project mainly discusses the effect of individual differences on second language acquisition focusing on the personality factor. The problem is most second language teachers were not trained in relevant knowledge of educational psychology before they became the certificated teacher. Second language teachers can instinctively know that every student’s learning behavior is different, but they don’t have the basic theoretical knowledge to rely on. In this case, the purpose of this project is to provide the basic information of educational psychology to second language teachers. To be a bridge between second language teachers and educational psychology and help them to learn another interdisciplinary knowledge for becoming a better teacher

Teaching and Learning by Analogy: Psychological Perspectives on the Parables of Jesus

Christian teachers are often encouraged to use Jesus’ teaching strategies as models for their own pedagogy. Jesus frequently utilized analogical comparisons, or parables, to help his learners understand elements of his Gospel message. Although teachers can use analogical models to facilitate comprehension, such models also can sow the seeds of confusion and misconception. Recent advances in cognitive psychology have provided new theoretical frameworks to help us understand how instructional analogies function in the teaching-learning process. The goal of this paper is to analyze Jesus’ analogical teaching from these psychological perspectives, with implications for all teachers who utilize instructional analogies. In addition to reviewing basic analogical learning processes, I explore a six-variable model to account systematically for potential analogical misconceptions

Community Representations in Learning Communities

This conceptual paper revisits a set of pivotal learning community notions filtered through sociological and community psychology perspectives to unravel representations of the community construct within learning contexts. A conceptual review of sociological and community psychology perspectives on the community construct is initially presented. These representations act as lens for a further integrative conceptual review of the community construct in pivotal learning community notions. This integrative conceptual review shows that although most learning communities share a basic set of community representations, some foundational differences are also observed. Our contribution aims to enhance readers’ understanding of how “community” is represented in learning communities, which in turn can inform any design decisions and facilitation strategies by learning community researchers and practitioners

Standardised library instruction assessment: an institution-specific approach

Introduction We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. AnalysisDescriptive statistics were generated by the assessment tool. Results. The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores

Development of Community Psychology Undergraduate Course from a Feminist Pedagogical Framework: Faculty and Students

Community psychology is typically not a part of most undergraduate curricula. Yet, undergraduate coursework in community psychology affords many advantages to students. It encourages ecological thinking and exposes students to content such as community empowerment, intervention and prevention programming design, program evaluation, and other aspects of community psychology practice. This paper describes the development of a community psychology course taught from a feminist pedagogical framework within an undergraduate-only psychology program at a mid-size comprehensive public university in the United States. As the majority of undergraduate majors in our program enter entry-level human services positions upon graduation, the course was primarily designed to expose students to alternative ways of conceptualizing the role of psychological science, mental health, and of psychologists in addressing social and community problems. A secondary goal was to provide undergraduate psychology majors with basic skills in community psychology practice. In keeping with a feminist framework, the selected activities incorporated community-based, collaborative experiential learning as much as possible. Both benefits and challenges, including the difficulties in prompting students to think ecologically; teaching sensitive topics in the classroom; the difficulties of implementing a feminist pedagogical teaching and learning framework at the undergraduate level; and helping students take ownership over their learning; are explored