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
- Student must acquire personal, organizational and contextual basic knowledge as part of Educational Psychology, facing its future application in educational practice.
- Set targets of health and quality of life for the subjects involved in the different educational contexts
- To develop guidelines to optimize the educational process and the personal and contextual variables involved in it.
- To promote the integration of learners in all educational context
- To identify and prioritize psychological intervention in educational context
Unit 1. Introduction to Educational Psychology. The Educational Psychologist in today's society
Module 1. Psychological processes and factors
Topic 2. Self-concept, self-esteem and learning. Self-efficacy perception.
Topic 3. Self-regulated learning, learning strategies and cognitive and learning styles
Unit 4. Motivation and learning.
Unit 5. Intelligence and learning ability. Cognitive modifiability. Divergent thinking and creative thinking.
Module 2. Learning contexts.
Unit 6. Teaching and learning in the classroom context. Teacher-student interaction. The interaction between students. Attention to individual differences in educational contexts
Topic 7. PE in non-formal educational contexts: Family and Community
BÁSIC BIBLIOGRAPHY.
Alexander, P.; Winne, P. (2006). Handbook of educational Psychology. Lawrence Erlbaum Associates: N.J.
Sternberg, R., Williams, W. (2010). Educational Psychology. Pearson Ed.: N.J.
Woolfolk, A. (2014). Psicología Educativa. (12ª edición). Pearson Educación: Madrid.
COMPLEMENTARY BIBLIOGRAPHY.
Carrasco, J. (2004). EStrategias de aprendizaje para aprender más y mejor. Rialp: Madrid
Coll, C., Palacios, J. y Marchesi, A. (2007). Desarrollo Psicológico y Educación. Psicología de la Educación Escolar. Madrid: Alianza Editorial.
Cozier, W. (2001). Diferencias individuales en el aprendizaje: personalidad y rendimiento escolar. Madrid: Narcea
Mestre, J. (coord.) (2007). Manual de inteligencia emocional. Pirámide. Col. Psicología
Pellón, R., Huidobro, A. (2004). Inteligencia y aprendizaje. Ariel Psicología: Madrid
Pintrich, P., Schunck, D. (2006). Motivación en contextos educativos: Teoría, investigación y aplicaciones. Pearson Ed.: Madrid
Renninger, K.A., Hidi, S.E. (2019). The Cambridge handbook of motivation and learning. Cambridge University Press
Suares, J.M. (2004). El aprendizaje autorregulado: variables estratégicas, motivacionales, evaluación e intervención. UNED: Madrid
Villa, A. y cols. (2005). Estilos cognitivos y autoconcepto en estudiantes universitarios: desarrollo de instrumentos de medida e impacto en el ajuste psicológico. ICE: Universidad de Deusto
Wentzel, K., Miele, D. (2016). Handbook of motivation at school. N.Y.: Routledge
Specific competencies of the degree to which contributes the subject:
- To know the research methods and designs as well as the different procedures for data analysis in Psychology.
- To know the main methods for psychological assessment, diagnosis and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
-To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
- To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
- To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
- To be able to select and apply adequate and specific psychological intervention procedures and instruments.
- To be able to set goals and to plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
- To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
- To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
- To conform with the deontological duties of Psychology.
The methodology used combines the expository class format with active and participatory methodologies, as well as autonomous work aimed at self-learning.
The expository class sessions will aim to introduce and explain the meaning of the topics, clarify the important concepts, give a global vision of the contents of the different topics and relate knowledge to facilitate the significance of the learning. The sessions will be accompanied, when appropriate, by visual material and online resources.
Continuous assessment activities, which will be carried out throughout the course and without prior notice. With them it is tried to know the degree of mastery that the students have of the contents worked in the expository classes.
The work of seminars is intended to delve into specific aspects of the theoretical classes. It is intended that students learn to handle different sources of information, promote the transfer of theory into practice, learn to prepare and present reports, confront different points of view and be able to construct shared meanings, helped by the teacher's mediating work. The specification of the required tasks and the necessary materials will be presented to the students through the corresponding seminar sessions.
The student will have the necessary documents for the development of the subject in the virtual campus.
The MS TEAMS tool will be used if necessary.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematics or blended teaching scenarios (see Observations)
Those students who attend exposition classes regularly (75% of the established time) throughout the semester will carry out different assessment activities (Quiz, development tests, etc.) with which it's intended to know the degree of mastery that they have about the contents worked on in the exhibition classes. These evaluations will represent 60% of the final grade and will be carried out without prior notice. It is mandatory to have approved all the activities proposed to be able to pass the subject without taking an exam.
Failure to carry out any of these activities, except for justified medical cause, is not recoverable.
Those students who do not pass any of these activities, as well as those who have a teaching exemption, or do not attend the expository sessions the required time, must take the final exam of the subject, on the official established date. The maximum possible score in this final exam is 6 points out of 10. And the minimum necessary score from which the interactive notes will be added is 2.5
The evaluation of the activities carried out in the interactive sessions will have an overall maximum score of 4 points. It will be necessary to have a minimum score of 1.5 points in the evaluation of the interactive activities in order to pass the subject. Failure to attend the work sessions, without duly justified cause, implies a reduction of 50% in the evaluation of the activities presented corresponding to those sessions.
Failure to take the exam or continuous assessment tests will mean being graded exclusively based on the interactive activities performed; the final score will be “Suspense” and the numerical score will correspond to the sum of the scores of the activities.
The grade of “Not presented” will be given to those students who have not taken the exam or have not carried out any proposed activity.
The second chance evaluation will be carried out through an exam on the official established date
Educational Psychology is a 6-credit subject, which is equivalent to about 150 hours of student work that is distributed as follows:
- 57 hours correspond to face-to-face classes, distributed in expository classes, medium group activities in seminars, tutorials, formative assessment and examination activities.
- 93 hours of student personal work, including 20 hours of reading materials, 32 hours of reporting and assignments, and 38 hours of study.
Conocer el ámbito de estudio propio de la psicología del desarrollo y de la educación, así como los principales enfoques teóricos de la misma y los correspondientes ámbitos de aplicación. Para ello, se recomienda haber cursado las materias “G2011104 Psicología del desarrollo y de la educación” y “G2011109 Psicología del desarrollo I” del Grado de Psicología.
Contingency plan
Teaching methodology.
Given the situation of uncertainty in which we find ourselves due to the current health situation, it is possible that part of the content should be taught through synchronous or asynchronous telematic resources (narrated presentations, texts, self-assessment questionnaires ...) or that have to be worked autonomously by the student. These adaptations will be duly communicated to all students through the virtual campus of the subject and will be carried out, preferably through the MS TEAMS tool.
Evaluation.
Depending on the health circumstances, the evaluation tests may be carried out electronically.
For cases of fraudulent performance of exercises and / or tests, the provisions of the “Regulations for the evaluation of two academic performance and for the review of qualifications” will apply.
Maria Del Carmen Torres Maroño
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813884
- mcarmen.torres [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 09:00-10:10 | Grupo A (A-L) | Spanish | Classroom 8 |
| 10:20-11:30 | Grupo B (M-Z) | Spanish | Classroom 9 |
| Wednesday | |||
| 09:00-10:10 | Grupo B (M-Z) | Spanish | Classroom 9 |
| 10:20-11:30 | Grupo A (A-L) | Spanish | Classroom 8 |
| 01.20.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 1 |
| 01.20.2021 16:30-18:30 | Grupo A (A-L) | Classroom 1 |
| 01.20.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 5 |
| 01.20.2021 16:30-18:30 | Grupo A (A-L) | Classroom 5 |
| 01.20.2021 16:30-18:30 | Grupo A (A-L) | Classroom 6 |
| 01.20.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 6 |
| 01.20.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 7 |
| 01.20.2021 16:30-18:30 | Grupo A (A-L) | Classroom 7 |
| 06.30.2021 16:30-18:30 | Grupo A (A-L) | Classroom 4 |
| 06.30.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 4 |
| 06.30.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 5 |
| 06.30.2021 16:30-18:30 | Grupo A (A-L) | Classroom 5 |
| 06.30.2021 16:30-18:30 | Grupo A (A-L) | Classroom 6 |
| 06.30.2021 16:30-18:30 | Grupo B (M-Z) | Classroom 6 |