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Psychology of Education

Psychology of Education

Code	14862
Year	2
Semester	S2
ECTS Credits	6
Workload	T(30H)/TP(30H)
Scientific area	Psychology
Entry requirements	-
Mode of delivery	Presential
Work placements	Not applicable.
Learning outcomes	In this Curricular Unit it is expected that students acquire a global and integrated view about the theory, research and practice of psychology in educational settings, with a particular focus on the teaching and learning processes and on intelligence theory. At the end of the teaching-learning process students should be able to: 1. identify the object and the research methods used in educational psychology; 2. differentiate the main learning and intelligence theories and its contribution to the study and comprehension of human behavior; 3. understand the relevance of different teaching models and techniques to the learning process; 4. collect, select and analyze current and significant scientific information in educational psychology; 5. develop and apply appropriate communication skills; 6. show autonomy and self-criticism in performing academic tasks; 7. contribute to collaborative team work.
Syllabus	1. Introduction to Educational Psychology. 2. Learning Theories: 2.1.Concept of learning and its evolution; 2.2.Behaviorist perspectives; 2.3.Cognitivist and constructivist perspectives. 3. Intelligence and creativity: 3.1. Classical theories; 3.2 Contemporary perspectives. 4.Pedagogical relationship and classroom management: 4.1.Teacher-student relationship; 4.2.Classroom management and communication skills.
Main Bibliography	Anderman, E. M., Anderman, L. H., & Ormrod, J. E. (2024). Educational psychology: Developing learners (11th ed.). Pearson. Almeida, L., Guisande, M. & Ferreira, A. (2009). Inteligência: Perspectivas teóricas. Almedina. Duchesne, S., McMaugh, A., & Mackenzie, E. (2022). Educational Psychology for learning and teaching (7th ed.). Cengage. Eggen, P. & Kauchak, D. (2016). Educational psychology: Windows on classrooms (10th ed.). Pearson. Freitas, L. V., & Freitas, C. V. (2003). Aprendizagem cooperativa. Asa Editores. Lopes, J. A. (2002). Problemas de comportamento, problemas de aprendizagem e problemas de “ensinagem”. Quarteto. Santrock, J. W., & Roehrig, A. D. (2023). Educational Psychology (8th ed.). McGraw Hill. Veiga, F. H. Psicologia da Educação: Teoria, investigação e aplicação. Climepsi. Woolfolk, A., & Usher, E. L. (2024). Educational Psychology: Active learning edition (15th ed.). Pearson.
Teaching Methodologies and Assessment Criteria	Assessment is continuous, takes place throughout the semester and involves teachers' supervision. Students are expected to play a proactive and self-reflective role in acquiring and developing knowledge and skills; their attendance at contact sessions is essential in order to benefit from tutorial support and supervision when carrying out assessment activities. Assessment comprises three distinct components: a knowledge assessment test, a small-group assignment (with an oral and written presentation), and individual and/or small-group tasks throughout the semester.
Language	Portuguese. Tutorial support is available in English.