Educational Psychology

Recommended Prerequisites

None.

Teaching Methods

Lectures, group discussion and practical work . Audiovisual and computer resources.

Learning Outcomes

The unit of Educational Psychology aims to enable the study of the relationship between psychology and education, including the approach of the historical-epistemological fundamentals and the current context of the discipline, seeking to highlight the contribution of psychological theories to the educational practice, namely the theories of development, its scope and limits, and the contribution of research in education for the knowledge in psychology

Learning outcomes:

- To know the status and scientific field of Educational Psychology

- To understand the specificity of educational processes and their interaction with the processes of development and learning

- To understand the differences between theories of learning and theories of development and their interrelation

- To know the scope and limits of the development theories for the reasoning of the educational practice

- To distinguish different categories of psychological research in education.

Work Placement(s)

No

Syllabus

1. Introduction to educational psychology

1.1. Purpose and epistemological status of educational psychology

1.2. Research field of educational psychology and intra and interdisciplinary relationships

2. Psychology and Education

2.1. Theories of development and education

2.1.1. Piaget, Erikson and Kohlberg Theories and their educational implications

2.1.2. Critical analysis of the theories of cognitive, moral and psychosocial development. New theoretical and methodological perspectives

2.2. Learning theories and learning models

2.2.1. Bruner and Ausubel Theories and their educational implications

2.2.2. Carroll, Bloom and Walberg Models on school learning

3. Educational practices generating new problems and psychological theories

3.1. Categories of psychological research in education

3.2. Contributions of educational research to knowledge in psychology.

Head Lecturer(s)

Maria Graça Amaro Bidarra

Assessment Methods

Final evaluation
Exam: 100.0%

Continuous evaluation
Research work: 20.0%
Practical exercises : 30.0%
Frequency: 50.0%

Bibliography

Alexander, P. A., & Wine, P. H. (2006). Handbook of educational psychology (2nd ed.). Mahwah, N J: Erlbaum.

Bidarra, M. G. (1998). Psicologia da educação: Identidade(s) de uma disciplina. Revista Portuguesa de Pedagogia, 32(3), 99-11.

Coll, C., Marchesi, A., & Palacios, J. (2002). Desarollo psicológico y educación (vol.2). Madrid: Alianza Editorial.

Miranda, G., & Bahia, S. (2005). Psicologia da educação: Temas de desenvolvimento, aprendizagem e ensino. Lisboa: Relógio d' Água.

Houdé, O. (2006). 10 leçons de psychologie et pédagogie. Paris: PUF.

Moore, A. (2000). Teaching and learning: Pedagogy, curriculum and culture. London. Routledge Falmer.

Pressley, M., & Mc Cormick, C. (1995). Advanced educational psychology for educators, researchers and policymakers. New York: Harper Collins.

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th Ed.) Boston, MA

Raposo, N. V. (1995). Estudos de psicopedagogia (2ª ed.). Coimbra: Coimbra Editora.