Psychology is responsible for the scientific study of human behavior and mental processes (Regader, n.d.; Garcia, 2019). Psychology has different subdisciplines that focus on specific aspects of the human psyche in order to better understand behavior and provide tools to improve the well-being of each individual (Regader, n.d.). According to Regader (n.d.), one of these subdisciplines is educational psychology.
History of Educational Psychology
In a sense, educational psychology is very old (Woolfolk, 2010). According to Woolfolk (2010), topics discussed by Plato and Aristotle are still the subject of research in psychology, such as the role of teachers, the relationship between teachers and disciples, teaching methods, the nature and order of learning, and the role of emotion in learning.
Research on educational psychology began in the year 1880, when the behavior of problem children began to be analyzed (Garcia, 2019). Since 1920, children's psychological problems have been addressed both inside and outside the classroom (Garcia, 2019). At that time, according to Garcia (2019), people began to pay attention to the emotional, affective, and social aspects of students.
In the 1940s and 1950s, research in educational psychology focused on individual differences, assessment, and learning behaviors (Woolfolk, 2010). Beginning in 1955, teacher training in the psychological aspects of education took place (Garcia, 2019). According to García (2019), it is at this time when the figure of the educational psychologist and the work in educational centers appeared.
In the 1960s and 1970s, research focused on the study of cognitive development and learning, especially on how students learn concepts and remember them (Woolfolk, 2010). But from 1970, according to Garcia (2019), the mindset changed when educational psychologists began to participate in the development of the educational model of private institutions and parent associations.
What is Educational Psychology?
This branch of psychology can be demarcated with respect to other branches since, its purpose is to study the way in which learning occurs in human beings, especially in the case of educational centers (Regader, n.d.; García, 2019; Arvilla, Palacio & Arango, 2011). Like any other discipline of knowledge, educational psychology questions itself based on the experiences and problems of its environment: how does the learning process work? what factors affect them? do all people learn in the same way and at the same speed? does the ability to learn vary with age?
Thus, the role of educational psychology is to analyze learning and teaching methods, and tries to improve the effectiveness of different educational interventions to optimize the process (Regader, n.d.; García, 2019; Arvilla, Palacio & Arango, 2011). According to Arvilla, Palacio & Arango (2011) and Woolfolk (2010), its interest is also to improve the efficiency of school learning, applying the psychological concepts of learning and motivation.
In the same way, research methods, statistical analysis and measurement and evaluation methods are developed to analyze the processes that students develop in their educational career, whether schooled or informal (Arvilla, Palacio & Arango, 2011). In other words, according to Regader (n.d.) and García (2019), the object of research of educational psychology is students' learning and the different aspects that regulate their cognitive development.
Likewise, educational psychology is oriented to the psychological investigation of the particular problems of education, from which principles, models, theories, teaching procedures and practical methods of instruction and evaluation are derived (Arvilla, Palacio & Arango, 2011). In this aspect, the responsible specialist faces the obstacles that are reflected in some students and that do not allow them to keep up with the learning pace presented by their peers. In the same way, the educational psychologist works with teachers to plan study projects that need to be adapted to these specific cases, in order to reduce academic delays in these students.
In short, according to Llera & Pérez (2011), educational psychology has not only turned teaching into a science, diverting it from traditional routine or intuitive standards, providing it with scientifically verified methodological tools and resources, but it has also tested the steps of the evolution of its paradigm, gradually focusing on the teacher's skills, on the specific needs of students or on the inalienable rights of all of them as members of a society who have a common project.
References
Arvilla, A., Palacio, L., & Arango, C. (2011). El psicólogo Educativo y su Quehacer En la institución Educativa. Redalyc.org. Recuperado 25 February 2021, a partir de https://www.redalyc.org/pdf/5121/512156315017.pdf
García, F. (2019). ¿Qué es la psicología educativa?. Eres Mamá. Recuperado 25 February 2021, a partir de https://eresmama.com/que-es-la-psicologia-educativa/
Regader, B. Psicología educativa: definición, conceptos y teorías. Psicologiaymente.com. Recuperado 25 February 2021, a partir de https://psicologiaymente.com/desarrollo/psicologia-educativa
Woolfolk, A. (2010). Psicología Educativa. Crecerpsi.files.wordpress.com. Recuperado 25 February 2021, a partir de https://crecerpsi.files.wordpress.com/2014/03/libro-psicologia-educativa.pdf
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