Educational Psychology

Code:

LPSI207

Acronym:

PE

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2023/2024 - 2S

Active?	Yes
Web Page:	http://moodle.up.pt/course/view.php?id=3766
Responsible unit:	Psychology
Course/CS Responsible:	First degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSIC	187	Official Curricular Structure	2	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

Learning outcomes and competences

It is intended that students:
Find out about the contribution of Educational Psychology to the study and understanding of human behavior and development in educational contexts.

Develop an integrated perspective on Educational Psychology and its relationships with other domains and areas of psychology, at the theoretical and applied level.

Acquire knowledge about the teaching and learning process, in different educational contexts and across different periods of development, as well as about relevant theories and models for their understanding.

Relate the psychology of education with other areas of knowledge and areas of intervention.

Appy the acquired knowledge in practical tasks.

Working method

Presencial

Program

1. Current conceptual frameworks in Educational Psychology: Systemic and ecological approaches.

1. Human development and educational contexts
2. Principles and assumptions of the educational psychologist's work
3. Levels of support and systematic approaches: Multilevel Support Systems
4. Role of the educational psychologist

2. Educational contexts I: Schools & formal contexts

1. Learning in its socio-cognitive, metacognitive and socio-emotional dimensions
2. Educational processes
3. Relational processes
4. School climate, sociocultural diversity, equity and inclusion

3. Educational contexts II: Families

1. The educational perspective on parenting.

4. Relationships between systems:

1. Family-school relationship models
2. Teamwork models, professional development and partnerships

​

Mandatory literature

Sprinthall Norman A.; Psicologia educacional. ISBN: 972-9241-37-6
Bronfenbrenner, U., & Morris, P. A. ; The ecology of developmental processes, 1998
I. B. Weiner, Series Ed; Handbook of psychology: Volume 7: Educational psychology , Reynolds, W. M., & Miller, G. E. (Eds.). , 2003
Vygotsky, L. S. ; Educational Psychology., Boca Raton, FL: CRC Press, 1997
William M. Reynolds; Educational psychology. ISBN: 0-471-17669-9
John D. Bransford; How people learn. ISBN: 0-309-07036-8
Judith L. Meece; Handbook of research on schools, schooling, and human development. ISBN: 978-0-8058-5948-5
Mahoney et al; Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students, 2020. ISBN: http://dx.doi.org/10.1037/amp0000701

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.  
Case study in small group.

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 (%)
Trabalho prático ou de projeto	60,00
Exame	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	44,00
Frequência das aulas	56,00
Elaboração de projeto	24,00
Trabalho de campo	8,00
Trabalho escrito	30,00
Total:	162,00

Eligibility for exams

Minimum attendance in classroom according to regulation (presence in at least 3/4 of classes). Participation in classes is advised. Students may be required to use the moodle platform to hand in academic ativities.
Details on evaluation activities will be provided in the first classes.

Calculation formula of final grade

The final grade (NF) corresponds to the grade obtained in two evaluation components, namely: a) 1 group assignment carried out in a small group, evaluated from 0 to 20 points (with a weight of 60% in the final grade) b) 1 final exam, on a scale of 0 to 20 values, which will correspond to 40% of the final grade. There will be no grade improvement in the group assignment. Students must obtain at least 8 out of 20 points in each component. Students with a final grade equal to or greater than 9.5 (out of 20) will be approved.

Special assessment (TE, DA, ...)

Students in special circumstances should contact the teacher  at the beginning of semester. 
Working studentes who do not attend the practical classes will have the possibility of a final exame.

Classification improvement

Students can improve their classification only in the assessment component corresponding to the Theoretical Part.



The classification of the theoretical part corresponds to the classification obtained in an individual final exam (40%).



Taking into account the evaluation characteristics of the Practical part, improvement of the classification in the aforementioned Practical component (60%) is not permitted. The previously obtained classification will be considered. 



The final classification in the curricular unit is the highest, between the one initially obtained and the one resulting from the classification improvement made.



Students will be able to register for an exam to improve their grade in the final exam component, once, until the period of the academic year following the one in which they passed and as long as the curricular unit has an exam scheduled.

Observations