Educational Psychology - Between Certitudes and Uncertainties最新文献

{"title":"Educational Tools and Methodological Approaches to Enhance Interest and to Grow Skills in the Teaching-Learning of the Earth Sciences: A Research in the Italian Schools","authors":"Susanna Occhipinti","doi":"10.5772/intechopen.89371","DOIUrl":"https://doi.org/10.5772/intechopen.89371","url":null,"abstract":"Earth Sciences teaching-learning process in the Italian schools, where the research has been developed, has highlighted a widespread lack of knowledge among students. This corresponds to a lack of sensitivity toward geological and environmental issues and to our territory, moreover, often characterized by widespread disruption phenomena and natural hazards. This lack of awareness is also widely spread in the society. The goal of this research is to contribute in spreading a greater awareness in Earth Sciences’ different disciplinary fields. The aim is also in recognizing its concrete applications in our life and in its quality. The students’ training is essential, but must pass through more operative educational tools and paths, based on more effective methodological and edu - cational approaches: hands-on practices, active teaching, inquiry, and investigation. It is necessary to increase students’ interest and passion to promote competences and skills. Research has shown that Earth Sciences can be a formidable tool for promoting these skills, but they require a systemic vision and a more solid epistemology.","PeriodicalId":115922,"journal":{"name":"Educational Psychology - Between Certitudes and Uncertainties","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introductory Chapter: Will a Cooperation between Polarized Paradigms in Educational Psychology Be Possible?","authors":"Trif Victorița","doi":"10.5772/INTECHOPEN.83593","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.83593","url":null,"abstract":"Over the past decades, the educational psychology knowledge was constantly rebranding and revising due to performance pressure and need to solve authentic educational problems. The multiple case studies [1], the mastery experiences, and the different kinds of results from the research nurtured new mutual communities of knowledge in the area. This book comprises a variety of styles, debated issues, many theoretical positions, substantial details concerning knowledge, and tensions between extreme methodological rules, and discusses the most important academic market topics.","PeriodicalId":115922,"journal":{"name":"Educational Psychology - Between Certitudes and Uncertainties","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129734125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mother-Child Mediated Learning Experience Strategies and Children’s Cognitive Modifiability: Theoretical and Research Perspectives","authors":"D. Tzuriel","doi":"10.5772/INTECHOPEN.80976","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.80976","url":null,"abstract":"The focus of this chapter is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability . The MLE theory is presented followed by selected research findings, demonstrating the impact of MLE strategies in mother-child interactions in facilitating cognitive modifiability. Research findings support the effects of distal factors (e.g., socioeconomic status) on MLE processes and the effects of the proximal factors (MLE) on cognitive modifiability. Mediation for Transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability. Distal factors in samples of children with learning difficulties were found as directly pre- dicting cognitive modifiability. These findings might indicate a need to modify or refine the MLE theory. A few suggestions are offered for future research. the MLE theory. These findings indicate that the higher the severity of the child’s ADHD and the lower the mother’s SES level, the lower the cognitive modifiability of the child. Similarly, in Tzuriel and Shomron’s [ 25 ] study on children with learning disability (LD), one distal factor Home Environment (HOME [47]) explained directly children’s cognitive modifiability ( β = 0.60) together with a summed score of four MLE strategies ( β = 0.41). These findings indicate that for children experiencing learning difficulties, the distal factors influence directly the child’s cognitive modifiability. It is possible to explain these findings by the fact that in samples of children with learning difficulties (e.g., ADHD, LD), even adequate mother-child mediation is not sufficient to overcome or “nullify” the distal factors’ strength of predicting children’s cognitive modifiability. It should be emphasized that mothers of children with learning difficulties had no prior training for mediation. We assume that training of mothers to use better MLE strategies in their spontaneous interaction with their children would reduce significantly the effects of the distal factors on children’s cognitive modifiability. These findings offer an elaboration of the MLE theory. The effects of distal factors on children’s cognitive modifiability in samples of typically developing children are not direct (as conceptualized by the theory), whereas in samples of children with learning difficulties, distal factors have direct effects on children’s cognitive modifiability unless a more intensive level of mediation is applied. An intensive use of MLE strategies would minimize the effects of the distal factors. Enhancement of MLE strategies is essential to ameliorate the direct effects of distal factors on cognitive modifiability. This modification of the MLE theory should be investigated in intervention studies where mothers of children with learning difficulties will be trained to use MLE strategies. We suggest that mothers trained to mediate (experimental) would be compared with nontrained mothers and their interactions wit","PeriodicalId":115922,"journal":{"name":"Educational Psychology - Between Certitudes and Uncertainties","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127410023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Importance of Mindfulness in the Achievement of Optimal Functioning: Conceptualization for Research Development","authors":"Huy P Phan, Hui-Wen Wang, Jen-Hwa Shih, Sheng-Ying Shi, Ruey-Yih Lin, B. Ngu","doi":"10.5772/INTECHOPEN.79938","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.79938","url":null,"abstract":"The concept of ‘ optimal functioning ’ has emerged as a major line of research development in educational psychology . Optimal functioning, which reflects the paradigm of positive psychology , is concerned with a person ’ s achievement of maximization in his/her functioning, whether it is mental, cognitive, emotional, or social. This inquiry places strong emphasis on importance of flourishing, happiness, and the proactivity of human endeavors. An important question then for consideration, from this testament, is how researchers optimize the achievement of optimal functioning. We have recently made progress by focusing on empirical research development and methodological conceptual- izations into the study of optimization. Our conceptualizations, collectively, contend that there are psychological, educational, and psychosocial variables that operate as sources of ‘ energization ’ , which then stimulate the buoyancy of motivation, personal resolve, effective functioning, strength, and effort expenditure. Energization, in its totality, from our postulation, may then arouse, intensify, and sustain a person ’ s internal state of functioning. Our cross-institutional, cross-cultural research collaboration (e.g., Australia, Malay- sia, and Taiwan), to date, has considered one notably construct that could serve as a source of internal energization for the achievement of functioning: mindfulness . We strongly believe that the totality of mindfulness, positive in nature, could play a central role in the psychological processes of human agency.","PeriodicalId":115922,"journal":{"name":"Educational Psychology - Between Certitudes and Uncertainties","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124049668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Critical Role of the Psychologist: A Way to Achieve Complexity in Educational Psychology","authors":"Carlos Ossa-Cornejo","doi":"10.5772/INTECHOPEN.80509","DOIUrl":"https://doi.org/10.5772/INTECHOPEN.80509","url":null,"abstract":"The purpose of this chapter is to present a theoretical proposal for the adoption of a professional role characterized by thinking and acting critically, in order to generate educational changes. Educational psychology has been shaped by theoretical and epis- temological perspectives that have not placed emphasis on the reflection or discussion of issues relevant to discipline, which has led to establishment of areas, functions and roles that are unclear and lacking consensus, from a paradigmatic logic of simplicity. It is proposed, through the bibliographic review of articles and book chapters, a posi- tion of educational psychology that promotes critical thinking as an essential part of the professional role, which allows, on the one hand, to discuss the foundational basis of this discipline, allowing greater clarity on the scope of the scientific and the professional field. On the other hand, it allows the development of a facet of promotion of changes in the educational community, from this same critical role, bringing it closer to a paradigm of complexity. Finally, the advantages and disadvantages of this position are discussed, and it is concluded that this view would establish a new perspective of educational psychology, which can be complemented by the traditional view.","PeriodicalId":115922,"journal":{"name":"Educational Psychology - Between Certitudes and Uncertainties","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131448839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}