Psychology of Education

Code:

MEG001

Acronym:

PE

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2021/2022 - 1S

Active?	Yes
Responsible unit:	Department of Philosophy
Course/CS Responsible:	Teaching Geography in the 3rd cycle of Basic Education and in Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEFILO	14	MEFILO - Study Plan	1	-	6	41	162
MEG	25	MEG - Study Plan	1	-	6	41	162
MEH	33	MEH - Study Plan	1	-	6	41	162
MEI	0	MEI - Study Plan	1	-	6	41	162
MEIEFA	22	MEIEFA - Study Plan	1	-	6	41	162
MEP	13	MEP - Study Plan	1	-	6	41	162
MEPIEFA	13	MEPIEFA - Study Plan	1	-	6	41	162
MEPLAT	0	MEPLAT - Study Plan	1	-	6	41	162

Teaching language

Suitable for English-speaking students

Objectives

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 to 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 misbehavior and promote a learning environment.

7. Describe the principles that currently underlie inclusive education that seeks to respond to the educational needs of children and adolescents throughout their school path.

 

Learning outcomes and competences

 

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.

Working method

Presencial

Program

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 behavior.

7. Inclusive education: challenges and opportunities.

Mandatory literature

Amado, J. S. & Freire, I. P. ; A(s) indisciplina(s) na escola: Compreender para prevenir, Almedina, 2009
Coll, C., Marchesi, A., Palácios, J. & cols. ; Desenvolvimento psicológico e educação (2ª ed.). Vol. 1 ‒ Psicologia evolutiva. , Artmed, 2007
Coll, C., Marchesi, A., Palácios, J. & cols. ; Desenvolvimento psicológico e educação (2ª ed.). Vol. 2 ‒ Psicologia da educação escolar. , Artmed, 2007
Feliciano H. Veiga (Coordenador); Psicologia da Educação, Climepsi Editores, 2013. ISBN: 978-972-796-337-9
Good, Thomas L.; Looking in classrooms. ISBN: 978-0-205-49678-5
Kearney, Albert J.; Compreender a análise aplicada do comportamento. ISBN: 978-972-0-34678-0
Lourenço, O.; Desenvolvimento sócio-moral., Universidade Aberta, 2002
Lopes, J. A.; Comportamento, aprendizagem e "ensinagem" na ordem e desordem da sala de aula. , Psiquilibrios, 2009
Miranda, G. L., & Bahia, S.; Psicologia da educação: Temas de desenvolvimento, aprendizagem e ensino. , Relógio D’Água., 2005
Santrock, John W.; Educational psychology. ISBN: 0-07-110187-X
Slavin, R.; Educational psychology (10 th ed.)., Pearson, 2012
Snowman, Jack; Psychology applied to teaching. ISBN: 978-0-618-96856-5

Complementary Bibliography

Tokuhama-Espinosa, Tracey, 1963-; Making classrooms better. ISBN: 978-0-393-70813-4
Hattie John 1950-; Visible learning for teachers. ISBN: 978-0-415-69014-0

Teaching methods and learning activities

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. 

keywords

Social sciences > Psychological sciences
Social sciences > Educational sciences > Education > Teacher training

Evaluation Type

Evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	100,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	121,00
Frequência das aulas	41,00
Total:	162,00

Eligibility for exams

Class attendence is not compulsory.

Calculation formula of final grade

 

The final classification will be that of the final exam that students will have to take.

 

Special assessment (TE, DA, ...)

The evaluation of students who are able to present themselves in the special season of September will be carried out along the same lines as the evaluation that will take place in the normal and appeal seasons.

Classification improvement

Improving the classification can be done by performing the examination at “época de recurso”.