Educational Psychology

Educational Psychology

Study Cycle: 1

Lectures: 60

Seminars: 0

Tutorials: 60

ECTS credit: 9

Lecturer(s): doc. dr. Šarić Marjeta, prof. dr. Šteh Barbara

1. Definition of educational psychology; connection to other disciplines, importance for the profession.
2. Conceptions (implicit theories) of learning and definitions of learning. Following theoretical foundations of learning will be presented: associative theories, (neo) behaviourism with theory of reinforcement, gestalt theory, information processing theory, with an emphasis on cognitive constructivism and humanistic psychology.
3. The interdependence of learning and maturation in the developmental process – critical comparative overview of different theories. Neurophysiological basis of learning.
4. Classification and overview of main models of learning, their basic characteristics, processes, conditions, theoretical foundations and practical applications (with an emphasis on higher types – Gagne).
5. Memory; the multiphase model of memory.
6. Learning transfer – types, characteristics, possibilities and limitations. A critical comparison of theories.
7. Creativity and learning.
8. Psychological basis of moral education. Learning of values and attitudes - a comparison of theories and models (Kolb, Kohlberg, Gilligan) with the connection to developmental psychology.
9. Learning as integration of cognitive, affective, social and physical aspects. Holistic approaches to learning: experiential learning, suggestopedia, NLP, etc.
10. Psychological factors of successful learning – cognitive model.
11. Cognitive factors of learning:
- intellectual abilities: comparison of different views on the structure and development of abilities; individual differences;
- perceptual and cognitive styles: kinds, their importance for learning and instruction;
- cognitive structure: the importance of the existing implicit concepts and conceptual networks for further learning.
12. Learning approaches, styles and patterns. The direct and indirect development of learning strategies. Metacognition, metalearning and self-regulated learning,
13. Learning motivation - comparison of different theoretical perspectives. Extrinsic, intrinsic and achievement motivation. Responding to the success and failure, attribution theory and self.determination theory.
14. Personal and emotional factors of academic performance. Student's self-concept, fear, anxiety and learning. Origin of stress and its management.
15. Psychosocial factors of successful learning. Teacher's personality and leadership style. Social interaction and communication: analysis, development. Constructive solving of conflicts; competitive and cooperative interpersonal relations, collaborative learning. Classroom and school climate.
16. Learners with special needs; gifted learners; individual differences and learning.
17. Psychological aspects of evaluation and assessing. Effects of evaluation and assessment on self-image, motivation, quality of learning and teaching, climate and relationships.
18. Learning for future - attempts to identify necessary changes in conceptions and practice. Significant learning. Lifelong learning. Connection between changes in conceptions of learning and conceptions of knowledge, teaching, learner’s and teacher's role, and learning outcomes.