Developmental Psychology

Code:

FEG4012

Acronym:

FEG4012

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Science Education Unit
Course/CS Responsible:	Master in Biology and Geology Teacher Education for Middle and Secondary Schools

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
M:EBG	7	Plano de Estudos M:EBG_2015_2016	1	-	6	42	162
M:EFQ	3	Plano de Estudos M:EFQ_2015_2016.	1	-	6	42	162
M:ENSM	6	Plano de Estudos M:ENSMAT_2015_2016	1	-	6	42	162

Teaching language

Suitable for English-speaking students

Objectives

1. Reflect about the contribution of Developmental Psychology to the reflection about teaching and learning in schools and the pedagogical relationship;

2. Reflect about the contribution of the reflection about teaching and learning, as well the contribution of the reflection about pedagogical relationship to the reflection on Developmental Psychology. 

Learning outcomes and competences

1. Establish a relationship between conceptual assumptions of the different approaches that in Psychology domain influenced the reflection about learning and teaching and the subsequent pedagogical devices.

2. Evaluate those contributions taking into account their impact and the suitability.

3. Identified, in texts or movies, that, at a pedagogical relationship level, express authority, aid, affection and conflict dimensions.

4. Distinguish the different forms of articulation that authority, aid, affection and conflict dimensions could take within the configuration of any pedagogical relationship.

5. Evaluate educational implications of the different types of pedagogical relationship.

6. Identified, in texts or movies, different types of classroom disruptive behaviors.

7. Demonstrate which are the expected responses against classroom disruptive behaviors.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Not necessary

Program

I – Scholarship and the process of educational influence

1. School as a context of educational influence: Characteristics of scholarship model.

2. The contribution of Psychology to the configuration of instruction pedagogical paradigm: From the Behavioral Applied Analysis to Mastery Learning and the students performances taxonomies;

3. The contribution of Psychology to the configuration of learning pedagogical paradigm: Learning and cognitive development as a relation to challenge;

4. The contribution of Psychology to the configuration of communication pedagogical paradigm: Requirements and conditions to arise teacher’s work as a qualified action of interlocution.

    

   II Pedagogical relationship

1. Pedagogical relationship as a systemic relation: Problems and issues

2. The structural dimensions of pedagogical relationship and the possibilities of their reconfiguration related to the pedagogical frameworks that sustained classroom practices

3. Pedagogical relationship and classroom indiscipline: Perspectives and implications for educational practices.

Mandatory literature

Trindade, Rui; Cosme, Ariana; Educar e aprender na escola: Questões, desafios e respostas pedagógicas, Fundação Manuel Leão, 2010. ISBN: 9789981S1124
Trindade, Rui; Escola, poder e saber: A relação pedagógica em debate, LivPsic, 2009. ISBN: 978-989-8148-34-6
Pozo, Juan Ignacio; Crespo, Miguel Angel Gómez; A aprendizagem e o ensino de Ciências: Do conhecimento cotidiano ao conhecimento científico, Artmed, 2009. ISBN: 978-85-363-1988-9

Teaching methods and learning activities

1. Lectures

2. Autonomus Study

3. Individual and group works

4. Oriented Discussions

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	25,00
Trabalho escrito	75,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	40,00
Frequência das aulas	60,00
Total:	100,00

Eligibility for exams

Presence in 75% of the classes

Calculation formula of final grade

75% - Final Work rating

25% - Study works rating and participation on discussions

Examinations or Special Assignments

No

Internship work/project

No

Special assessment (TE, DA, ...)

The special evaluation mode will be the result of a negociation process between teacher and students

Classification improvement

1. The improvement of study works rating and participation on discussions will be the result of a written te.

 

2. The improvement of final work requires the reformulation of the work

Observations

No