|Course/CS Responsible:||First degree in Psychology|
|Acronym||No. of Students||Study Plan||Curricular Years||Credits UCN||Credits ECTS||Contact hours||Total Time|
|PSIC||198||Official Curricular Structure||2||-||6||54||162|
|Isabel Maria Salvador Macedo Pinto Abreu Lima|
|Theoretical and practical :||1,50|
|Isabel Maria Salvador Macedo Pinto Abreu Lima||1,00|
|Joana Dias Cadima||1,00|
|Theoretical and practical||Totals||5||7,50|
|Joana Dias Cadima||3,75|
|Isabel Maria Salvador Macedo Pinto Abreu Lima||3,75|
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.
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.
1. Introduction - Relevant contributions to the scope and goal of Educational Psychology.
2. Human development and educational settings.
2.1 Bronfenbrenners' bioechological model; risks and opportunities at different levels of the ecological system.
2.2 The contributions of Vygotsky to undersanding and intervention in educational settings and processes. Teaching and Learning processes in classrooms.
3. Educational settings: Family
3.1 Educational approach to parenting
3.2 Models of Family-school relations
4. Educational settings: schools and formal contexts
4. 1 School organizational models and academic performance: contemporary aproaches.
4.2 Team work models and colaboration.
4.3 The role of the educational psychologist in formal educational settings.
- legislation requirements for the Pscyhological services in schools
- Current situation of educational psychologist: challenges and dilemas.
4.4 Inclusive education: current trends.
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.
Study of a theme in small group.
Visits to educational settings.
|Trabalho prático ou de projeto||20,00|
|Frequência das aulas||56,00|
|Elaboração de projeto||24,00|
|Trabalho de campo||8,00|
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.
Final score (NF) is the average between grade in a final examination (NF) and participation grade (NP) according to the formula NF= MEAN (NEF*.80 + NP*.20 )
Final score can not be inferior to 9.5 (out of 20).
The exam will be done on the moodle platform.
Meeting with teacher is mandatory at the beginning of semester for students in special circunstances.
Students in special circumstances may be dispensed from attending the classes. For that purpose, they will need the teacher's permission and agreement.
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 unchanged.
Due to the need to adapt the assessment procedure to the current conditions, the following changes are made for the current academic year. These changes may be anulled in the year 2020-21:
- the evaluation will be distributed without final exam
- 4 tasks will be performed by the students corresponding to 3 written works in groups (T1, T2 and T3) and an individual work (T4). The planning for these works and their contents is available on the Moodle platform, which will also be introduced alongside the classes. All tasks must be delivered through the Moodle platform.
- The final grade will be obtained using the following formula:
Average grade in group assignments x 60% + Grade in individual assignment x 40%
Average grade in group tasks (T1 + T2 + T3) / 3
Note in the individual task - T4
The final face-to-face written exam will be available only to working students who so wish, thus being exempt from carrying out written tasks. However, they can adhere to the format of regular students, applying the same formula and in this case there is no place for a final exam.
Erasmus students who do not speak Portuguese will also be able to opt for the final exam in person, thus being exempted from carrying out the tasks. In this case, the exam will be conducted in English if students so wish.