Educational Psychology

Code:

P601

Acronym:

PE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2016/2017 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	171	Official Curricular Structure	2	-	3	30	81

Teaching language

Portuguese

Objectives

At the end of the unit students should be able to: Demonstrate knowledge of the scope of the discipline, and its contributions to the study and understanding of human behavior and development in educational settings. Develop an integrated perspective on Educational Psychology and its relations with other theoretical and applied psychological domains. Acquire knowledge on the process of teaching and learning in educational contexts in different developmental periods, and to iknow/identify theoretical models relevant for its understanding. Be acquainted with practical aplications of Eductional Psychology in formal an informal educational contexts, and in early intervention   Know relevant research in the area.

 

Learning outcomes and competences

The aim is that students  master the objectives defined. Mastery implies that students know the most relevant information transmited in classes, are able to answer general and specific questions on the subject , to aply information in educational situations and contexts, and are able to elaborate critically regarding all issues of the syllabus.

Working method

Presencial

Program

1. Introduction. Historical framework. Relevant contributions to the scope and goal of Educational Psychology. 2. Human development and educational contexts 2.1 Cognitive development. The contributions of Piaget and Vygotsky to undersanding and intervention in educational settings. 2.2 Moral, social and personal development. Implications for teaching and learning. 3. Theories of Learning and instruction 3.1 Behavioral approaches to leaning. Behaviour management. 3.2 Cognitive approaches to learning. Principles of constructivism: implications for education. 4. Children and adolescents with special educational needs and learning disabilities. 5. Notions on early intervention and inclusion. 6. A first approach to the challenges of designing and implementing research with psychoeducational purposes.7. Contact with professionals in the area of psycho-educational intervention. 8. Educational approach to parental intervention.

Mandatory literature

Sternberg e Williams; Educational Psychology, Allyn-Bacon, 2002
Santrock; Educational Psychology, McGraw-Hill, 2008
O´Donnell, A., Reeve, J. & Smith, J.; Educational Psychology: reflections for action, John Wiley & Sons, Inc., 2009. ISBN: 13-978-0-470-13630-0
Sprinthall Norman A.; Psicologia educacional. ISBN: 972-9241-37-6

Teaching methods and learning activities

Theoretical exposition by the teacher and invited professors Suggested readings Essays and reports to be completed by students. b-learning (Moodle platform ). Small-group discussions during class. Videos and conversation with invited professionals.

keywords

Social sciences > Psychological sciences > Psychology > Educational psychology
Social sciences > Psychological sciences > Psychology > Educational psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	85,00
Trabalho escrito	15,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	53,00
Frequência das aulas	28,00
Total:	81,00

Eligibility for exams

Minimum attendance in classroom according to law (75%).
Four written essays, according to details provided in classrooms.

Calculation formula of final grade

Final score will result from grade in a final examination (weighting 85% of final score) plus the grade obtained in to actitivities introduced in moodle (weighting 15% of final score).
Final score can not be inferior to 9.5 (in 20)

The exam will be done on the moodle platform.

Examinations or Special Assignments

Special assignments may be requested to students who are in special circumstances, such as working students. Meeting with teacher is mandatory at the beginning of semester.

Special assessment (TE, DA, ...)

Students in special circumstances may be dispensed from attending the classes. For that purpose, they will need the teacher's permission and agreement.

Classification improvement

Students may apply to improve grade according to regulation, only one time, on the recuperation period following the year where aprroval was obtained provided that the CU is on-going. The criteria used to calculate the grade will be the same as during their first exam, and it is only possible to increase the final exam grade, the other components and its respctive value remaining the same.

Observations

Students need to regularly consult the Moodle Platform.