Psychology of Education

N/A

The methodology aims to facilitate integration of contents by the students. The contents will be presented through theoretical sessions/classes and theoretical-practical sessions/classes, based on resources such as texts or films/videos. The contents presentation, questions for reflection, work and group dynamics, as well as analysis of short texts are some of the strategies to adopt.
The evaluation method follows ESEC procedures and rules. The student chooses one of the following methods: evaluation during the semester or exam.
The evaluation during the semester result from the combination of two individual tests (75%) and continuous assessment elements (attendance, quality of participation and involvement, tasks to be performed at school or at home …) (25%). The exam consists of a written test regarding all summarized unit contents.

1. Understand the principal theories on learning and motivation.
2. Identify the main factors affecting learning and motivation.
3. Understand the pedagogical implications of the studied theories.
4. Using the knowledge gained, to plan and manage educational activities.
5. To know and apply teaching methods and techniques, using the theories that were studied.
6. Being able to critically analyze and reflect their experiences and educational practices.

I. Theoretical Foundations of Educational Psychology
Theories of human development, learning and cognitive development;
Other contributions of cognitive psychology;
The theory of information processing;
Constructivism
II. Theories of Learning and Motivation
The scientific study of learning and their main currents: behaviorist, cognitive and sociocognitive
perspectives: an overview;
Learning by conditioning;
Discovery learning / meaningful learning by reception;
Social learning and observation of models;
Relations between learning and motivation: self-regulation perspective;
Cognitive-motivational variables of school success
III. The Psycho-Social Dimension of School Learning
Interaction teacher / student: the importance of quality in educational relation;
Behavior management in the classroom, school violence and indiscipline;
Assessment of emotional status;
Emotional intelligence;
Self-concept and self-esteem

• - Attendance and Participation - 25.0%
• - Two individual tests - 75.0%

• - Exam - 100.0%

NAO

BARROS DE OLIVEIRA, J.H. (2005). Psicologia da Educação (vol. I e II). Porto: Legis Editora.

CASTRO FONSECA, A., SEABRA SANTOS, M. J., & GASPAR, M. F. (2007). (Eds.) Psicologia e educação: novos e velhos temas. Coimbra: Almedina.

GONÇALVES, S. (2007). Teoria da aprendizagem e práticas de ensino. Colectânea de Textos (Versão de trabalho). Coimbra: ESEC (edição policopiada).

HOLLIMAN, A. (Ed.) (2013). The routledge international companion to educational psychology. London: Routledge.

JARVIS, P., & WATTS, M. (2017). The Routledge international handbook of learning. London: Routledge, Taylor & Francis.

MIRANDA, G. L. & BAHIA, S. (Org.) (2005). Psicologia da Educação: Temas de desenvolvimento, aprendizagem e ensino. Lisboa: Relógio d’Água.

STERNBERG, R. J. (2010). Educational Psychology. Boston: Allyn & Bacon.

WOOLFOLK, A., HUGHES, M., & WALKUP, V. (2008). Psychology in education. Harlow: Pearson Education.