Educational Psychology

Code:

P601

Acronym:

PE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2018/2019 - 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	175	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 contributions of Educational Psychology 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 topics of the syllabus.
Presence and participation in classes and in the activities during classes is considered crucial to attain the stated goals. 

Working method

Presencial

Program

1. Introduction - What are we talking about? 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. How do we research in Educational Psychology?
5. Special educational needs,learning disabilities, early intervention and inclusion.
6. Educational approach to parenting.

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. Small group work that includes topic discussions and/or writing essays on suggested topics, or aplication exercices. Observing and comenting selected videos.  Talk to 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	100,00
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 regulation (presence in at least 3/4 of classes).

Calculation formula of final grade

Final score will result from grade in a final examination.
Final score can not be inferior to 9.5 (out of 20).

The exam will be done on the moodle platform.

Examinations or Special Assignments

Meeting with teacher is mandatory at the beginning of semester for students in special circunstances.

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, if existent, remaining the same.

Observations

Students need to regularly consult the Moodle Platform.