As a social science,

it aims to understand individuals and groups

by establishing general principles

and researching specific cases.

The 5 steps that teachers should use are:

1. Review material that has already been learned by the student

2. Prepare the student for new material by giving them an overview of what they are learning next[

3. Present the new material.

4. Relate the new material to the old material that has already been learned.

5. Show how the student can apply the new material and show the material they will learn next.

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows

researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational

psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in

various educational settings across the lifespan.

Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a

relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience.

Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development,

organizational learning, special education, classroom management, and student motivation. Educational psychology both draws from and

contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the

lack of representation of educational psychology content in introductory psychology textbooks.

The field of educational psychology involves the study of memory, conceptual processes, and

individual differences (via cognitive psychology) in conceptualizing new strategies for learning processes in humans. Educational psychology has

been built upon theories of operant conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and information processing.

Educational psychology has seen rapid growth and

development as a profession in the last twenty

years. School psychology began with the concept of intelligence testing leading to provisions for special education students, who could not follow the regular

classroom curriculum in the early part of the 20th century. However, "school psychology" itself has built a fairly new profession based upon the

practices and theories of several psychologists among many different fields. Educational psychologists are working side by side with

psychiatrists, social workers, teachers, speech and language therapists, and counselors in an attempt to understand the questions being raised when

combining behavioral, cognitive, and social psychology in the classroom setting.

intelligence test which used a multidimensional approach to intelligence and the first to use a ratio scale. His later work was on programmed instruction, mastery learning and computer-based learning:

If, by a miracle of mechanical ingenuity,

creative intelligence:

He pushed for the creation of practical classes that could be applied outside of a school setting.

He also thought that education should be student-oriented, not subject-oriented.

For Dewey, education was a social experience that helped bring together generations of people. He stated that students learn by doing. He believed in an active mind that was able to be educated through observation, problem solving and enquiry. In his

1910 book How We Think, he emphasizes that material should be provided in a way that is stimulating and interesting to the student since it encourages original thought and problem solving. He also stated that material should be relative to the student's own experience.

"The material furnished by way of information should be relevant to a question that is vital in the students own experience"

Jean Piaget

reason WHY? for what? for what reason, explanation, cause, or purpose?

Reason is the capacity of consciously making sense of things, applying logic, and adapting or justifying practices, institutions, and beliefs based on new or existing information. It is closely associated with such characteristically human activities as philosophy, science, language, mathematics, and art, and is normally considered to be a distinguishing ability possessed by humans. Reason is sometimes referred to as rationality.

Reasoning is associated with the acts of thinking and cognition, and involves using one's intellect. The field of logic studies the ways in which humans can use formal reasoning to produce logically valid arguments. Reasoning may be subdivided into forms of logical reasoning, such as: deductive reasoning, inductive reasoning, and abductive reasoning. Aristotle drew a distinction between logical discursive reasoning (reason proper), and intuitive reasoning, in which the reasoning process through intuition—however valid—may tend toward the personal and the subjectively opaque. In some

social and political settings logical and intuitive modes of reasoning may clash, while in other contexts intuition and formal reason are seen as complementary rather than adversarial. For example, in mathematics, intuition is often necessary for the creative processes involved with arriving at a formal proof, arguably the most difficult of formal reasoning tasks.

Reasoning, like habit or intuition, is one of the ways by which thinking moves from one idea to a related idea. For example, reasoning is the means by which rational individuals understand sensory information from their environments, or

conceptualize abstract dichotomies such as cause and effect, truth and falsehood, or ideas regarding notions of good or evil. Reasoning, as a part of executive decision making, is also closely identified with the ability to self-consciously change, in terms of goals, beliefs, attitudes, traditions, and institutions, and therefore with the capacity for freedom and self-determination.

In contrast to the use of "reason" as an abstract noun, a reason is a consideration given which either explains or justifies events, phenomena, or behavior. Reasons justify decisions, reasons support explanations of natural phenomena; reasons can be given to explain the actions (conduct) of individuals.

Using reason, or reasoning, can also be described more plainly as providing good, or the best, reasons. For example, when evaluating a moral decision, "morality is, at the very least, the effort to guide one's conduct by reason—that is, doing what there are the best reasons for doing—while giving equal [and impartial] weight to the interests of all those affected by what one does."

Psychologists and cognitive scientists have attempted to study and explain how people reason, e.g. which cognitive and neural processes are engaged, and how cultural factors affect the inferences that people draw. The field of automated reasoning studies how reasoning may or may not be modeled computationally. Animal psychology considers the question of whether animals other than humans can reason.

reason WHY? for what? for what reason, explanation, cause, or purpose?

WHY?

Human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness.

Creativity is a phenomenon whereby something somehow new and somehow valuable is formed. The created item may be intangible or a physical object.

Through intelligence, humans possess the cognitive abilities to learn, form concepts, understand, apply logic, and reason, including the capacities to recognize patterns, plan, innovate, solve problems, make decisions, retain information, and use language to communicate.

There are conflicting ideas about how intelligence is measured, ranging from the idea that intelligence is fixed upon birth, or that it is malleable and can change depending on an individual’s mindset and efforts.

Several subcategories of intelligence, such as emotional intelligence or social intelligence, are heavily debated as to whether they are

traditional forms of intelligence.

They are generally thought to be distinct processes that occur, though there is speculation that they tie into traditional intelligence more than previously suspected.

" For example, measurements of people's height and weight are often extremely reliable.

The ability to solve problems,