Psychology of Education I: Learning Processes

Code:

E202

Acronym:

PEI:A

Keywords
Classification	Keyword
OFICIAL	Psychology of Education

Instance: 2010/2011 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	87	Official Curricular Structure	1	-	4,5	-

Teaching language

Portuguese

Objectives

Objectives

a) To give students the set of conceptual instruments necessary for them to construct a sustained reflection on the connections between Psychology and Education, on the processes of educational influence that may take place in formal contexts and, consequently, of the managing of the teaching-learning process.
b) to create opportunities for cooperative and collective reflection on the afore-mentioned themes.
c) to contribute to the construction of knowledge within the Psychology of Education domain and regarding the afore-mentioned themes.

Competencies

a) to read and organize reference texts - from the Psychology of Education domain - relating to the themes which are part of the program of this curricular unit;
b) to reflect, individually and as part of a group, on the relationship between education and learning;
c) to facilitate and/or to participate in forums promoting opportunities for sharing and reflecting on relevant issues pertaining to the relationship between education and learning;
d) to produce written assignments, individually or in groups, which can become a memory of the learning processes experienced as well as a repository of study and reflection projects constructed by the students.

Program

1. Education and Psychology
1.1 The affirmation of the child in contemporary societies and the shape of the debated surrounding the act of educating: the status and role of Psychology in this process of affirmation.
1.2 From Science to Psychology of Education: fortunes and misfortunes of an ambiguous relationship;
1.3 Psychology of Education: from the construction of an educational field marked by educational certainties to the construction of a field interested in defining other educational possibilities.
2. Education and processes of educational influence
2.1 Development and learning: a controversial relationship;
2.2 Learning and teaching: seen from a Psychology of Education perspective;
2.2.1 The Behaviourist approach in education: conceptual assumptions and concrete educational implications;
2.2.2 The Cognitive approach in education: conceptual assumptions and concrete educational implications;
2.2.3 The Socio-Constructivist approach in education: conceptual assumptions and concrete educational implications;

Mandatory literature

Vigotsky, L. S.; A formação social da mente, S. Paulo: Martins Fontes, 1998. ISBN: 85-336-0818-7
Oliveira, Martha Khol; Vygotsky: Aprendizado e desenvolvimento - Um processo sócio-histórico, S. Paulo: Editora Scipione, 1997. ISBN: 85-262-1936-7
Trindade Rui; As^escolas do ensino básico como espaços de formação pessoal e social. ISBN: 972-0-34411-3
Bruner Jerome; The culture of education. ISBN: ISBN 0-674-17952-8
Silva, Carlos Fernandes da et. al.; Incidentes críticos na sala de aula: Análise Comportamental Aplicada, Coimbra: Quarteto, 2000. ISBN: 972-8535-45-7
Vygotsky L. S.; Mind in society. ISBN: 0-674-57628-4
Bruner Jerome; Actos de significado. ISBN: ISBN 972-44-1174-5
Ausubel David P.; Aquisição e retenção de conhecimentos. ISBN: ISBN 972-707-364-6
Vygotsky L. S.; Thought and language
Gardner Howard; Inteligências múltiplas. ISBN: 85-7307-044-7
Gonçalves Óscar F.; Terapias cognitivas. ISBN: ISBN 975-36-0285-7
Coll César 570; Desenvolvimento psicológico e educação. ISBN: 85-363-0228-3
Almeida Leandro S.; Teorias da inteligência
Meirieu Philippe; Aprender... sim, mas como?. ISBN: ISBN 85-7307-298-9
Meirieu Philippe; A^pedagogia entre o dizer e o fazer. ISBN: 85-7307-879-0
Trindade Rui; Educar e aprender na escola. ISBN: 978-989-8151-12-4

Teaching methods and learning activities

-- Lectures / Conferences;
-- Debates on preferred themes, facilitated by the lecturer or the students;
-- Group work.

Evaluation Type

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	63,00
	Trabalho escrito	30,00
	Teste	28,50
	Total:	-	0,00

Eligibility for exams

The evaluation of this curricular unit is performed by using one of two alternatives:

a) a first option allows students to be evaluated through:
-- their participation in debates and their production of individual or group reflection assignments done in class (50% of the mark);
-- writing a test on the issue of the relationship between education and learning (50% of the mark).
In order to be able to choose this option students must be present in at least 75% of the classes. Students who miss more than 25% of the classes must choose option b).

b) Write a final exam.

Calculation formula of final grade

The final mark is obtained:
a) by calculating the average of the marks obtained in the afore-mentioned evaluation components. For each of the components the mark cannot be lower than 7,5 (in 20).
b) the final mark is the mark obtained in the final exam. The student will pass if his or her mark is at least 9,5 (in 20). A mark below 8 will mean that the student does not pass. Students with grades between 7,5 and 9,4 can take an oral exam.

Special assessment (TE, DA, ...)

There are no special evaluation procedures since the already described evaluation procedures already allow for students in different situations to be evaluated.

Classification improvement

All students can require that his or her evaluation is reviewed by presenting an appeal to that effect. When this is the case, the lecturer must comply with the requirements stated by the legislation.
Improving the obtained marks can occur through writing a new exam - within the time frame reserved for that - or by revising one or more of the produced assignments following the directions given by the lecturer.