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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	Teaching methodologies include: i) theoretical sessions, with moments of expository teaching and discussion; ii) theoretical-practical sessions, with analysis of documents and activities to apply knowledge and/or skills; iii) independent study, with literature review, knowledge consolidation and group work. Depending on the content to be worked on, different methodologies will be favored, such as meaningful learning with expository teaching, problem-based learning, flipped learning and cooperative learning, where the student is expected to play a proactive and self-reflective role in the acquisition and development of knowledge and skills. Class participation is essential for tutoring ongoing activities and training communication and collaborative work skills. Assessment includes a component of knowledge demonstration (written test and/or portfolio; 60%-70%) and group work (with oral and written presentation; 30%-40%).
Language	Portuguese. Tutorial support is available in English.