GROUP 7

RIAS WITA SURYANI (16178070)

SUMMARY (8) - LANDASAN ILMU PENDIDIKAN

CHAPTER 1
TEACHING IN THE REAL WORLD

Research in Teaching
A Knowledge Base
A body of knowledge is the information on which content is built. The primary process we use
for accumulating this body of knowledge is research. Research confirms common sense.
However, not all cases are common sense because other research result are even less intuitive.
Criticisms of Educational Research
Education is not only the profession in which the developing body of knowledge is far from
perfect. In all cases, the information is gathered as much as possible, search patters, and the use
the pattern to decide behaviors, whether it is teaching students or maintaining healthy life-style.
The Role of Theory in a Body of Knowledge
A theory is a set of related principles based on observations that are in turn used to explain
additional observations. Theories help us to understand teaching and learning by allowing us
to explain and predict peoples behaviors.

Applying Educational Psychology in the Classroom

Case study is segments of teacher professional lives that focus on specific features of
classroom activities or professional events. It helps students see theories in action and
understand how abstract ideas relate to real practice. It makes ideas come alive and become
meaningful.

Teacher Decision Making

Informed Decision Making
Critical Decision Making: The Role of Classroom Context
Using research result, teachers analyze their own situation and compare them to the
setting that produced the results.
Practical Decision Making: The Need for Efficiency
To be useful, research must be incorporated into a teachers ongoing classroom
practice with a minimum of interference. While to be practical, research must
efficiently fit into teachers complex professional lives.

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Artistic Decision Making: Creativity on Teaching

Teachers must to apply the result of research in original and creative ways.
Teaching: Art or Science?
Rubin (1985) stated that teaching is primarily art, while Gage (1978) emphasized on the
scientific side. So, it can be concluded that excellent teaching requires elements of both art and
science.
Reflective Teaching
Did I have a clear goal for the lesson? What specifically was the goal?
What examples or representations would have made the information clearer for the
students?
What could I have done to make the lesson more interesting for the students?
How do I know if the students understand what I taught? What would be a better way
of finding out?
What will I do differently the next time I teach this less to improve it?

Teaching: The Human Dimensions

To be truly effective professionals, teacher must understand and be responsive to others need,
must feel good about themselves and genuinely care for students as people, and must possess
sophisticated human relations skills, all this in addition to understand their subject matter. It is
called as the human dimension of teaching.

Learner Diversity
Dimensions of Diversity
Intelligence
Socioeconomic status
Culture
Gender
Strategies for Dealing with Diversity
A general attitude of acceptance and caring
Positive expectations for success
Valuing differences in learners

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 GROUP 7

RIAS WITA SURYANI (16178070)

SUMMARY (8) - LANDASAN ILMU PENDIDIKAN

CHAPTER 2

STUDENT DEVELOPMENT

Development: A Definition
Development occurs when learning, experience, and maturation combine to make durable
changes in an individual.

Piagets Theory of Intellectual Development

The Drive for Equilibrium
The drive for equilibrium is state of balance while equilibration involves the testing of our
understanding against the real world. When our understanding explains the events we observe,
the world makes sense and we have equilibrium.
Organization and Adaptation
Adaptation is the process of adjusting our schema and experiences to each other in order to
maintain a state of equilibrium. Accommodation is a form of adaptation in which an existing
schema is changed in response to new experiences. While assimilation is a form of adaptation
in which an experiences in the environment is incorporated into an existing schema. Both
assimilation and accommodation are required to maintain equilibrium. The process of
assimilation and accommodation together with the drive for equilibrium combine to promote
the cognitive development in the child.
Causes of Development
All growth depends on existing schema. It means that no information is ever added directly to
memory, nor is any schema formed in complete isolation. All new knowledge is interpreted in
the context of existing knowledge.
Stages of development
Stage Characteristics
Sensorimotor (0-2) - Goal-directed behavior
- Object permanence
Pre-operations (2-7) - Rapid increase in language ability with
overgeneralized language
- Symbolic thought
- Dominated by perception
Concrete Operation (7-11) - Operates logically with concrete materials
- Classifies and serial orders

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Formal Operation (11-adult) - Solves abstract and hypothetical problems

- Thinks combinatorial

Development: Research and Classroom Application

Research indicates that educators should cautions in applying Piagets descriptions to any
particular child or class, since the ages attached to each stage are only approximations and
considerable variation exist within age group. Some research indicated that Piaget may have
underestimated the abilities of young children because overly abstract directions were used in
his studies.
Designing and sequences Instruction: Constructivism
Constructivism is a view of learning that says learners use their experiences to actively
construct understanding that makes sense them, rather than acquiring understanding by having
it presented it an already organized form. It emphasizes direct experience and interaction as
instructional tool while deemphasizes lecturing and telling.
Piaget in the classroom: A Teaching Model
Eggen and Kauchak (1988) have created a classroom teaching model based on Piagets work,
which also reflects the influence of Vygotsky. The model consist of four stages: open-ended
phase the convergent phase closure application.

Information Processing: An Alternative View of Cognitive Development

The Strategic Learner
Strategies are cognitive operations over and above the process directly entailed in carrying out
a task and they are designed to accomplish specific goals. Strategic learners are also effective
at actively encoding information to promote learning. Encoding occurs when students use the
critical features of a learning task to for mental representations.

The Development of Morality, Social Responsibility and Self-Control

The Growth of Internalization: Piagets Description of Moral Development
Piaget found that childrens responses to moral problems could be divided into two stages of
developments based on principle of internalization. Internalization refers to the sources of
control for childrens thought and actions. In the first stages, which is called as external
morality, it refers to children view rules ad fixed and permanent and externally enforced by
authority figures. At the next stages, called as autonomous morality, it refers to children

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develop rational ideas of fairness and see justice as a reciprocal process of treating others as
they would want to be treated.

Kohlbergs Theory of Moral Development

Level and Stage Descriptions
Level I: Pre-conventional Reasoning) The ethics of egocentricity. Typical of children up
about age 10. Called as pre-conventional because
young children dont really comprehend the rules
set down by others.
- Stage 1: Punishment-Obedient - The consequences of the act determine if it is
good or bad.
- Stage 2: Market Exchange - The ethics of whats in it for me obeying rules
and exchanging favors are judges in terms of
benefit to the person.
Level II: Conventional Ethics The ethics of others. Typical; of 10-20 years old.
The name comes from conformity to the rules and
conventions of society.
- Stage 3: Interpersonal Harmony - Sometimes called nice girl/good boy. Ethical
decisions based on what please, helps or is
approved by others.
- Stage 4: Law and Order - The ethics of order. Right is doing ones duty,
obeying the law, maintaining an orderly
society.
Level III: Post-conventional Ethics The ethics of principles. Rarely reached before age
20 and only by a small segment of populations.
Focuses on the principles underlying society
rules.
- Stage 5: Social Contract - Rules are based on principles of justice and
common good and are mutually agreed upon by
members of society.
- Stage 6: Universal Principle - Rarely encountered in life. Ethics determined
by individuals conscience guided by the
abstract principles of justice and equality

Personal and Social Development

Eriksons Theory of Personal and Social Development
Stages Approximate Age
Trust vs Mistrust 0-1 year
Autonomy vs. Shame and Doubt 1-3 years
Initiative vs. Guilt 3-6 years
Industry vs. Inferiority 6-12 years
Identity vs. Confusion 12-18 years
Intimacy vs. Isolation Young adulthood
Generativity vs. Stagnation Middle adulthood
Integrity vs. Despair Old age

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 GROUP 7

RIAS WITA SURYANI (16178070)

SUMMARY (8) - LANDASAN ILMU PENDIDIKAN

CHAPTER 3
STUDENT DEVELOPMENT: APPLICATIONS

Early Childhood and Primary Grades

Physical Development
Characteristics Implication for Teaching
- Wide range in physical development - Limit activities in which students
- Refinement of gross motor skills compete on the basis of size and physical
- Development of fine motor skills strength
- High energy - Provide play areas and equipment for
running, climbing, and jumping
- Involve students in activities like
coloring and cutting.
- Provide cool down time after
playground activities.
Cognitive Development
Characteristics Implication for Teaching
- Perceptually dominated - Use concrete examples. Make directions
- Conceptual development/ language explicit and precise.
development - Provide ample practice with language.
- Dialect differences Attach language symbols to concrete
experiences.
- Build on dialect. Gradually move to
Standard English.
Socio-emotional Development
Characteristics Implication for Teaching
- Development of independence - Encourage and reinforce independence
- Development of sexual identity and initiative
- Play significant in socialization - Avoid sex role stereotype
- Provide opportunities for cooperative
activities

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Elementary Grades

Physical Development
Characteristics Implication for Teaching
- Physical fitness become an issues - Promote appropriate eating habits and
- Physical growth is slowly and steady model and encourage fitness
Cognitive Development
Characteristics Implication for Teaching
- Students perform logical operations with - Provide wide variety of concrete
concrete materials experiences for initial learning
- Communication skills improve and assist - Involves students in activities that allow
cognitive development conversations about abstract concepts
and operation
Socio-emotional Development
Characteristics Implication for Teaching
- Students pass through the stage of - Create learning experiences that lead to
industry vs. inferiority. Academic self- success through work and effort.
concept develops.

Adolescence

Physical Development
Characteristics Implication for Teaching
- Dramatic differences in rates of physical - Minimize activities that draw attention to
development different levels of maturity
Cognitive Development
Characteristics Implication for Teaching
- Qualitative changes in thinking, transition - Provide prerequisite experiences that
to formal though allow abstract thinking.

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Socio-emotional Development
Characteristics Implication for Teaching
- Deeping social relationships - Be flexible in dealing with adolescent
- Identity formation capriciousness.
- Listen, and help students clarify their
thinking as they go through the turmoil of
identity formation

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