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
Sessions of kind in big group of students-ace
KINDS EXPOSITIVAS: they Have like end give a global vision of the contents of the different subjects, clarificar the important concepts and relate knowledges to facilitate the significatividad of the learnings.
FORMATIVE ACTIVITIES. In some sessions of kind realized activities with the end of fomentar the reflection and the understanding of the subject. The students will have to realize them in kind and will receive at the end a feedback with the correct answer so that they can value his level of understanding and knowledge (autoevaluación)
Sessions of kind in groups reduced of students-ace
WORKS DIRECTED: The students realized, in small groups, and of autonomous form, a work on a concrete appearance of the temario. Treat that they learn to extract information of scientific sources, sintetizar the information obtained, elaborate a work written of academic character, and transmission and oral defence of the final work. Besides, by means of the work in group will facilitate the confrontación of distinct points of view and the elaboración of meanings shared. Of indirect way, the alumnado will exercise also his skills to work cooperativamente, to defend his proper ideas, accept to the other, integrate arguments and arrive to agreements.
The professor will indicate the subjects on which can versar the work and will establish a temporalización-secuenciación for the successive phases of the work with tutorias specific.
TUTORIAS OF ACTIVITIES OF THE COURSE. They are due tutorías specific on works of the course to level grupal, like this as tutorías individules for the students that like this require it.
BEAR OF The SUBJECT Through The TIC: The student dispondrá in the virtual campus of the necessary documents for the seguimento of the temario like this like the instructions for the development of the interactive activities.
In function of the sanitary situation, the methodology can sufrir changes that allow it adapt to stages of docencia telematic or of semipresencialidad (see "Observations")
Criteria of evaluation:
For the evaluation will have in account the results obtained in the final examination (70%) that includes all the appearances of the subject, like this as the results obtained in the continuous evaluation (30%), that includes the presentation of the works directed (15%) and the realization of the activities of formative classroom (15%)
final Examination:
70% of the note:The contents of theoretical character will be evaluated by means of a final examination in the date that features in the official announcement of examinations of the Empower of Psychology. It will be a proof of multiple election and the minimum punctuation to approve it is of 3,5 on 7. It is indispensable to approve this examination to can add the note by other activities. There will be join second opportunity in the month of July for those people that did not surpass the subject in December/January.
With this proof evaluate the competitions: CB1, CE1, CE3 and CE9
35% Of the note: Works directed, activities formatibvas.
The punctuation of these activities will add to give place to the final qualification of the subject, if it is approved the theoretical examination. The evaluation of these activities will carry out by means of the following indexes:
the) The students will be able to obtain until 1,5 points by the Work grupal directed on a subject. It will value the report written and the oral presentation of the same, in accordance with the clarity, the pertinencia of the bibliographic sources and the organization of the work. With this proof evaluate the competitions: CT1 to CT6, CE15, CB1, CB2, CB3, CB4, CB5 and CG1
b) The students will be able to obtain until 1,5 points by the realization of the formative activities realized in the kinds. With these activities evaluate the competitions: CE15, CG1, CB1, CB2.
The final evaluation express in a numerical note of 0 to 10 (with a decimal). To approve the asignatura the sum of the group of the qualifications of the evaluation has to be upper to 5 on 10 (respecting the previous criteria)
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
| Wednesday | |||
|---|---|---|---|
| 09:00-10:10 | Grupo B | Galician | Classroom 7 |
| 10:20-11:30 | Grupo A | Galician | Classroom 2 |
| Thursday | |||
| 09:00-10:10 | Grupo B | Galician | Classroom 7 |
| 10:20-11:30 | Grupo A | Galician | Classroom 2 |
| 01.25.2022 09:30-12:00 | Grupo A | Classroom 1 |
| 01.25.2022 09:30-12:00 | Grupo B | Classroom 1 |
| 01.25.2022 09:30-12:00 | Grupo A | Classroom 5 |
| 01.25.2022 09:30-12:00 | Grupo B | Classroom 5 |
| 01.25.2022 09:30-12:00 | Grupo B | Classroom 6 |
| 01.25.2022 09:30-12:00 | Grupo A | Classroom 6 |
| 01.25.2022 09:30-12:00 | Grupo A | Classroom 7 |
| 01.25.2022 09:30-12:00 | Grupo B | Classroom 7 |
| 06.20.2022 09:30-12:00 | Grupo A | Classroom 1 |
| 06.20.2022 09:30-12:00 | Grupo B | Classroom 1 |
| 06.20.2022 09:30-12:00 | Grupo B | Classroom 2 |
| 06.20.2022 09:30-12:00 | Grupo A | Classroom 2 |
| 06.20.2022 09:30-12:00 | Grupo A | Classroom 3 |
| 06.20.2022 09:30-12:00 | Grupo B | Classroom 3 |