ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
When the Subject finishes the students must be able for:
1- To analyze and to value critically the main Theories of Development and Learning and their contributions to the education.
2- To understand the relation between Development, Learning, Education and Schooling.
3- To value the necessity of knowing the development to exercise adequately the professional activity.
4- To analyze the educational processes and to think critically on the purposes of the education and on the function that this practices in the life of people.
5- To give the necessary instruments and to promote attitudes that ensures the students to implicate (in their professional future exercise) in processes of reflection and valuation of the own practice.
6- To show interest and initiative to look for, to organize, and to analyze critically information relation with the contents of the Subject.
7- To participate actively in the analysis and group discussions, to cooperate with other partners in the development of group works and to communicate with property and correction their own ideas and reflections.
Theoretical program :
Part I. Developmental Psychology and Education in the context of psychological science
1. Conceptual Approach to Developmental Psychology and Education
1.1 . Developmental Psychology
1.2 . Psychology of Education
1.3 . The relationship between development and education.
Part II. Theoretical explanations of development and educational processes
2 . Theories of development and educational processes I
2.1. Psychoanalytic and Ethological approach
2.2. Behavioral and social approach to learning
3 . Theories of development and educational processes II
3.1. The cognitive perspective
3.2. Cultural -contextual approaches
4 . Theories of development and educational processes III
4.1. The theory of meaningful verbal learning
4.2. Constructivist approach as an explanatory model of educational processes
Part III. Methods of study
5. Development research and teaching-learning processes .
Basic:
Berger, K. S. (2016). Psicología del desarrollo. Infancia y adolescencia. Madrid: Editorial Médica Panamericana.
Coll, C.; Palacios, J. y Marchesi, A. (comps) (2014). Desarrollo psicológico y educación. Vol.2. Psicología de la educación escolar. Madrid: Alianza Editorial.
Delval, J. (2008). El Desarrollo humano. Madrid: Siglo XXI
Palacios, P., Marchesi, A. e Coll, C. (Comps.) (2014). Desarrollo psicológico y educación: Vol. 1. Psicología evolutiva. Madrid: Alianza.
Marchesi, A., Palacios, J. & Carretero, M. (Comps.) (2002). Psicología evolutiva: Teorias y métodos. Madrid: Alianza.
Sampascual, G. (2011). Psicología de la Educación. Madrid: UNED
Shaffer, D. R. e Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia (Cap. 2, pp. 43-77). México: Thomson.
Woolfolk, A. (2010). Psicología Educativa. México: Pearson.
Depending on the health situation, the basic bibliography may changes to allow it to be adapted to telematic teaching scenarios (See "Observations")
Complementary:
Barajas, C., De la Morena, M.L., Fuentes, M.J. y Gónzalez, A.M. (2004). Perspectivas sobre el desarrollo psicológico: teoría y prácticas. Madrid: Pirámide.
Berk, L. E. (2004). Desarrollo del niño y del adolescente. Madrid: Prentice-Hall.
Fogel, A., King, B. & Shanker, S. (2008). Human Development in the twenty-first century. Cambridge University Press.
Gilibrand, R. , Lam, V. & O'Donnell, V.L. (2016) Developmental Psychology. Harlow Pearson Education
Papalia, D.E., Feldman, R.D. & Martorell, G. (2012). Desarrollo Humano. México. MacGraw Hill
Schaffer, D.R. (2000). Psicología del desarrollo. Infancia y adolescencia. Thomson
Trianes, V. & Gallardo, J.A. (coords). (2004). Psicología de la Educación y del Desarrollo. Madrid: Pirámide.
Vasta, R., Haith, M.M. y Miller, S.A. (2001). Psicología infantil. Barcelona: Ariel.
BASIC and GENERAL
CB1 -Students have showed to have and understand knowledges in an area of study at a level that, if well support in books of text advanced, includes also some knowledges of the vanguard of his field of study
CB2 - Students possess skills of development and defense arguments and solving problems within their field of study
CB3 - Students have the ability to gather and interpret relevant data (typically within their field of study) for making judgements that include a reflection on issues of social, scientific or ethical nature l
CB4 - Students can transmit information, ideas, problems and solutions to both specialized as non-specialist audiences
CB5 - Students have developed learning skills needed to undertake studies with a high degree of autonomy
CG1 - Be able to address your professional and educational activity from respect for the code of ethics of the psychologist, which includes, among other more specific, the principles of respect and promotion of the fundamental rights of persons, equality between persons, the principles of universal accessibility and design for all and democratic values and a culture of peace
CROSS CURRICULAR
CT1 - Capacity of synthesis
CT2 - Capacity of resolution of problems and take of decisions
CT3 - Capacity of work in team and collaboration with another professional
CT4 - Capacity of self criticism
CT5 - Capacity of communication
CT6 - Capacity of developmental and maintenance updated of the competences, skills and knowledges of profession
SPECIFICS
CE1 - Demonstrate knowledge and understanding of the functions, characteristic, contributions and limitations of various theoretical models of the Psychology.
CE3 - Demonstrate knowledge and understanding of the processes and main stages of the psychological development throughout the life cycle aspects of normality and abnormality.
CE9 - Learn to identify the relevant features of the behavior of individuals, groups, organizations and contexts through methods, techniques and tools of psychological assessment
CE15 - Learn to conform to the ethical obligations of psychology
Below are specified the different teaching methods that allow to develop of the content the subject and which is intended to achieve the objectives and formulated competences. The proposed methodology combines individual and group activities in required class attendance, and autonomous work by students. It also combines a reflexive and analytical approach at the theoretical level with a practical approach.
LECTURES: They are intended to give a global view of the contents of the various issues, clarifying the important concepts and relate knowledge to facilitate the meaningfulness of learning. In order to facilitate the follow-up of the explanations, the students will have a tutorial of each of the topics where specify the bibliography so as that consultation is recommended.
FORMATIVE EVALUATION ACTIVITIES. Along the course and without notice the teacher will present activities to encourage reflection and understanding of the matter. Students must answer them in class and will receive at the end with the correct answer feedback so they can assess their level of understanding and knowledge.
WORK ON A TOPIC. Students undertake, in small groups and independently, a monographic work on a topic. It is that you learn to extract information from scientific sources, synthesize the information obtained, produce a written work of academic character, and transmission and oral defense of the thesis. In addition, the Working Group will facilitate the confrontation of different points of view and the development of shared meanings. Indirectly, the students will also exercise their skills to work cooperatively, to defend their own ideas, accept others, integrate arguments and reach agreements.
SEMINARS-PRACTICES. Are provided for some field practices allowing them to the pupils in contact with real situations and familiarize yourself with the application of some instrument of evaluation, so how to use any of the studying approach more employed for the collection of development data. The Professor will deliver the necessary material to carry out, and will explain in class its justification and the standards to be considered in the final report that the student must submit. They will be of individual preparation.
Depending on the health situation, Metholology may changes to allow it to be adapted to telematic teaching scenarios (See "Observations")
The evaluation will be done regarding the following weighted achievement level:
65% of the grade: Final exam
The contents of a theoretical nature will be evaluated through a final exam on the date stated in the call official examination of the Faculty of Psychology. It will be a multiple choice test and the minimum score to be considered approved is 3 out of 6,5. It is imperative to pass this exam to be able to add the grade for other activities. There will be a second opportunity in the month of July for those people who will not pass the subject in December / January.
With this test the competences are evaluated: CB1, CE1, CE3 and CE9
30% of the grade: Group work, activities and practices reports.
The score of these activities will be added to give rise to the final qualification of the subject, if the final exam is approved. The evaluation of these activities will be carried out through the following indices:
a) Students can obtain up to 2 points for group work on a topic. The written report and the oral presentation will be evaluated, according to clarity, relevance of bibliographic sources and organization of the work. With this test the competences are evaluated: CT1 to CT6, CE15, CB1, CB2, CB3, CB4, CB5 and CG1
b) Students can obtain up to 1,5 point for the realization of the activities carried out in the classes (the assessment will be 0.1 for each of them, up to a maximum of 15), or for the realization of a field practice which will be valued according to the quality of the report presented according to the established criteria. Students will have to choose one of the two options. With these activities the competences are evaluated: CE15, CG1, CB1, CB22
The subject consists of 6 credits, what corresponds to a total estimated of 150 h of work of students, that estimate delivered of the following way:
Activities in-person-class: lectures Practicesl, Tutorials of the course activities, formative evaluation activities exam:55 hours
Student's personal work: 95 hours.
"Contingency Plan"
Teaching methodology:
Given the uncertainty caused by the health situation, part of the content may be worked on autonomously by the student, which will be duly informed through the Virtual Campus of the subject.
a) If telematic teaching is required (both expository and interactive), the MS Teams tool will be used
b) For non-face-to-face activities, the monitoring system will be based on the delivery schedule.
Evaluation system:
Depending on the health circumstances, the examination test may take place telematically. In cases of fraudulent performance of exercises or tests, the provisions of the "Regulations for evaluating student academic performance and reviewing qualifications" will apply.
Basic Bibliography:
In the case of telematic teaching without the possibility of consultation in the library, the teacher will provide students through the virtual campus with the necessary documents to deepen and complement the contents of the program.
Maria Josefa Castro Balsa
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813738
- fina.castro [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 11:00-12:25 | I3 | Galician | Classroom 3 |
| 12:35-14:00 | I2 | Galician | Classroom 3 |
| Tuesday | |||
| 11:00-12:25 | I5 | Galician | Classroom 3 |
| 12:35-14:00 | I6 | Galician | Classroom 3 |
| Wednesday | |||
| 11:00-12:25 | I4 | Galician | Classroom 3 |
| 12:35-14:00 | I7 I9(1) | Galician | Classroom 3 |
| 16:00-17:10 | Grupo B (L-Z) | Galician | Classroom 7 |
| 17:20-18:30 | Grupo A (A-J) | Galician | Classroom 2 |
| Thursday | |||
| 11:00-12:25 | I8 I9(2) | Galician | Classroom 3 |
| 12:35-14:00 | I1 | Galician | Classroom 3 |
| 16:00-17:10 | Grupo B (L-Z) | Galician | Classroom 7 |
| 17:20-18:30 | Grupo A (A-J) | Galician | Classroom 2 |
| 01.11.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 1 |
| 01.11.2021 09:30-12:00 | Grupo A (A-J) | Classroom 1 |
| 01.11.2021 09:30-12:00 | Grupo A (A-J) | Classroom 5 |
| 01.11.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 5 |
| 01.11.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 6 |
| 01.11.2021 09:30-12:00 | Grupo A (A-J) | Classroom 6 |
| 01.11.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 7 |
| 01.11.2021 09:30-12:00 | Grupo A (A-J) | Classroom 7 |
| 06.23.2021 09:30-12:00 | Grupo A (A-J) | Classroom 1 |
| 06.23.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 1 |
| 06.23.2021 09:30-12:00 | Grupo A (A-J) | Classroom 2 |
| 06.23.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 2 |
| 06.23.2021 09:30-12:00 | Grupo B (L-Z) | Classroom 3 |
| 06.23.2021 09:30-12:00 | Grupo A (A-J) | Classroom 3 |