| Code |
12187
|
| Year |
1
|
| Semester |
S2
|
| ECTS Credits |
8
|
| Workload |
TP(60H)
|
| Scientific area |
Educação
|
|
Entry requirements |
No requirements
|
|
Mode of delivery |
Theoretical-practical classes
|
|
Work placements |
It doesn’t apply.
|
|
Learning outcomes |
Objectives: to acquire a general and integrated view on the contribution of educational and developmental psychology to the processes and practices of teaching and learning. Learning outcomes: 1. To identify and characterize the object of study and the main research methods in educational psychology; 2. To present and critically analyze the contribution of some development and learning theories to the pedagogical practice; 3. To build a reflective and updated view on supporting students with Special Educational Needs (SEN); 4. To express ideas in a reasoned and accurate manner, using oral and written communication; 5. To collaborate constructively and responsibly in teamwork; 6. To search, critically analyze, integrate and adequately apply scientific information, and; 7. To critically reflect on his/her own performance and achievement.
|
|
Syllabus |
1. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY: 1.1. Object of study, 1.2. Common research methods; 2. PSYCHOLOGICAL DEVELOPMENT AND EDUCATION: 2.1. Human development: introductory concepts, 2.2. Cognitive development in childhood and adolescence, 2.3. Psychosocial development in childhood and adolescence, 2.4. Educational implications of developmental theories; 3. LEARNING THEORIES AND PROCESSES: 3.1. Behaviorist paradigm of learning, 3.2. Social learning by observation or modeling, 3.3. Cognitive and constructivist learning paradigms; 4. SPECIAL EDUCATIONAL NEEDS (SEN): 4.1. Basic concepts and principles, 4.2. Educational practices in Special Education.
|
|
Main Bibliography |
Arends, R. (1995). Aprender a ensinar. Lisboa: McGraw-Hill.
Bautista, R. (1997). Necessidades Educativas Especiais. Lisboa: Dinalivro.
Bahia, S. & Oliveira, E.P. (2013). Diferenças individuais e necessidades de aprendizagem. In F.H. Veiga (Coord.), Psicologia da Educação: Teoria, investigação e aplicação (pp.583-631). Lisboa: Climepsi.
Lopes, J.A., Rutherford, R.B., Cruz, M.C., Mathur, S.R. & Quinn, M.M. (2006). Competências sociais: Aspectos comportamentais, emocionais e de aprendizagem. Braga: Psiquilíbrios.
Oliveira, J.H.B. (2005). Psicologia da educação. Porto: Legis.
Papalia, D., Olds, S. & Feldman, R. (2001). O mundo da criança. Lisboa: McGraw-Hill.
Silva, C.F., Nossa, P.N.S. & Silvério, J.M.A. (2000). Incidentes críticos na sala de aula: Análise comportamental aplicada. Coimbra: Quarteto.
Slavin, R.E. (2006). Educational Psychology: Theory and practice (8th Ed.). Boston, MA: Allyn and Bacon.
Woolfolk, A.E. (2000). Psicologia da educação. Porto Alegre: Artmed.
|
|
Teaching Methodologies and Assessment Criteria |
We will hold theoretical-practical sessions combining the expository method with the application of pedagogical practices that promote autonomous work and the active participation of students in the teaching-learning process.
To this end, we will resort to exposing content and exploring documents/videos. Additionally, individual and/or group tasks will be carried out with a view to consolidating and deepening the syllabus of the UC (namely through the preparation and/or continuation of the work developed in classes), as well as tutorial monitoring to support learning.
|
|
Language |
Portuguese. Tutorial support is available in English.
|