Code: | MEG001 | Acronym: | PE |
Keywords | |
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Classification | Keyword |
OFICIAL | General Education Training |
Active? | Yes |
Responsible unit: | Department of Geography |
Course/CS Responsible: | Teaching Geography in the 3rd cycle of Basic Education and in Secondary Education |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
MEFILO | 13 | MEFILO - Study Plan | 1 | - | 6 | 52 | 162 |
MEG | 10 | MEG - Study Plan | 1 | - | 6 | 52 | 162 |
MEH | 27 | MEH - Study Plan | 1 | - | 6 | 52 | 162 |
MEI | 2 | MEI - Study Plan | 1 | - | 6 | 52 | 162 |
MEIEFA | 11 | MEIEFA - Study Plan | 1 | - | 6 | 52 | 162 |
MEP | 4 | MEP - Study Plan | 1 | - | 6 | 52 | 162 |
MEPIEFA | 10 | MEPIEFA - Study Plan | 1 | - | 6 | 52 | 162 |
MEPLAT | 2 | MEPLAT - Study Plan | 1 | - | 6 | 52 | 162 |
1. To describe and compare some of the main theories on cognitive, moral, and psychosocial development, with relevance for education and teaching.
2. To define the concept of learning and indicate the generic characteristics of the main psychological approaches to this topic.
3. To compare and contrast some of the most important theories related with intelligence and learning styles.
4. To identify theoretically and empirically grounded strategies and procedures that teachers can adopt to promote more efficient learning on the part of students.
5. To compare and contrast the main aspects of some of the most important theories on motivation.
6. To describe the appropriate principles for classroom management that can prevent misbehaviour and promote a learning environment.
At the end
of the semester students should be able to
1. Identify the main stages of cognitive, moral and psychosocial development, in particular those related to the age of the students with whom they will deal with in their professional future;
2. Describe learning environments best suited to promote the psychological development of students;
3. Generically define learning and motivation and know the principles of organization of classes able to promote more effective and lasting learning.
4. Knowing the different theories about human intelligence and learning styles, anticipating modes of educational work aimed at responding to the diversity and needs of students.
5. To apply the principles and procedures to ensure a more appropriate classroom management that prevents indiscipline and promote student learning.
1. Introduction to Educational Psychology.
2. Psychological development.
2.1. Cognitive, social-moral, and psychosocial development;
3. Learning.
3.1. Behaviourist approaches to learning;
3.2. Cognitive approaches to learning;
3.3. Constructivist approaches to learning.
4. Individual differences.
4.1. Intelligence;
4.2. Learning styles.
5. Motivation.
6. Classroom management and prevention of disruptive classroom behaviour.
Lectures and use of active learning methodologies. Several teaching-learning methods will be used, with particular focus on small group assignments in the classroom, based on documents, film clips, or activities set by the lecturer. These activities are intended to generate dynamics that encourage the better integration of the main theories and concepts covered in the programme.
Assessment will be conducted mainly based on a final exam, composed of multiple choice questions.
Designation | Weight (%) |
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Exame | 100,00 |
Total: | 100,00 |
Improving the classification can be done by performing the examination at “época de recurso”.