Educational Psychology
Code: 102548Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Psychology | OB | 3 |
Contact lecturer
- Name :
- Mar Badia Martin
- Email :
- mar.badia@uab.cat
Teaching staff
- Laura Betiana Garcia Ravida
- Cris Zhang Yu
- Carolina Guzmán Valenzuela
- Andrea Miralda Banda
Group languages
You can consult this information at the end of the document.
Prerequisites
This subject does not require previous knowledge of other subjects, but it is an important requirement for future subjects on the course, especially for those that belong to the educational and social area. It is the basis for following other subjects in the curriculum of the Psychology degree at the UAB, which has an important educational component. It is also important for taking fourth-year subjects and it is essential for the Specialisation in Analysis and Intervention in Educational Psychology.
Objectives
- To know the scope of Educational Psychology and its position within Psychology.
- To know the variables and interactions that characterize Educational Psychology, differentiating them from other theoretical approaches of a psychological and/or educational nature.
- To learn procedures for analysing practical situations from the psychoeducational perspective.
- To learn, examine, analyse and critically evaluate relevant literature and to participate in discussions (both in small and large groups), on topics related to the content of the subject.
- To actively and critically participate in the construction of self-learning and to acquire autonomous and independent intellectual work habits.
- To acquire declarative and procedural knowledge in order to be able to work as an educational psychologist in formal or non-formal education.
Learning outcomes
- Analyse various situations of teaching and learning.
- Identify variables - teacher, student and content- that define and design changes in these variables, with the aim of improving the educational process.
- Apply the theoretical content of educational psychology to the improvement and optimization of real and simulated situations in formal and non-formal education.
- Reflect on the importance of the learning process as students and as future psychologists (self-motivation, locus of control, expectations, etc).
- Develop criteria documented and argued the need for psychological measurement instruments in the context of teaching and learning.
- Use the most appropriate psychological measuring instruments in each case and evaluate their strengths and weaknesses.
- Apply measuring instruments tailored to the educational needs of each student group.
- Design psychoeducational assessment instruments when those on the market are not suitable to the needs of students.
- Designing cognitive strategies that allow students to know their own cognitive and emotional processes (metacognition).
- Show students the importance of strategies of control and regulation of their own learning (organization, planning and evaluation).
- Develop psychological reports aimed at different audiences: students, parents or teachers.
- Organise the psychological evaluation from a positive perspective, which highlights the skills that students have and do not give much importance to their weaknesses.
- Use different ways of thinking: reflexive, logical, systematic, critical, etc.
- Relate links between theory and practice, ie carry out justified professional action.
- Recognise the importance of interpersonal communication (group work) as necessary to work as psychologists, social competence.
- Use different sources of information (bibliographies, official documents, internet, etc.).
- Using specific databases of educational psychology such as PsycINFO or Eric.
- Use different ICTs for different purposes.
- Use adequate tools for communication.
- Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
- Work in a team.
- Apply knowledge, skills and acquired values critically, reflexively and creatively.
- Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
- Analyse a situation and identify its points for improvement.
Contents
Topic 1: Educational Psychology and Its Context
1.1. Psychoeducational Variables
Topic 2: Resources and Emotional Aspects of the Learner
2.1. Intellectual Diversity
2.1.1. The concept of intelligence.
2.1.2. Gifted and talented students.
2.1.3. Educational intervention strategies.
Topic 3: SEN (Special Educational Needs) and the Intervention of the Educational Psychologist
3.1. SEN (Special Educational Needs).
3.2. Different types of SEN.
Topic 4: Classroom Management
4.1. Teaching staff and the teaching task.
4.2. Classroom discipline.
4.3. Methods of intervention for disruptive behaviour.
Topic 5: Learning and Reflection on the Construction of Knowledge
5.1. The constructivist approach to teaching and learning.
5.2. Turning information into knowledge.
5.3. Reflection on the impact of new technologies on the construction of knowledge.
Topic 6: Identification of Psychoeducational Variables
6.1. Psychoeducational interview.
6.2. Psychoeducational questionnaires.
6.3. Personal and academic history.
Topic 7: Educational Variables
7.1. The education system.
7.2. Declarative and procedural content.
7.3. Instructional methodology: reception vs. discovery learning.
Topic 8: Psychological Variables
8.1. Learning during adolescence.
8.2. Learning patterns.
8.3. Academic dishonesty/cheating in the classroom.
8.4. Academic procrastination.
8.5. Academic stress.
8.6. Study and work habits.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Study activities | 36 | 1.44 | |
| Elaborate documents | 33 | 1.32 | |
| Master classes | 22.5 | 0.9 | |
| Check virtual campus | 23 | 0.92 | |
| Reading of texts | 33 | 1.32 | |
| Group Query Sessions | 5 | 0.2 | |
| Search for information | 34 | 1.36 | |
| Classroom practices | 32 | 1.28 | |
| Tutorials scheduled | 4.5 | 0.18 |
This subject aims to address some of the evidence-based approaches using active, student-centered methodologies, such as Project-Based Learning (PBL), which promotes autonomy, teamwork, and real-world problem-solving. Students will work in groups to develop cases related to the course content. Furthermore, interdisciplinary and interuniversity collaboration will be encouraged through joint activities with professionals and faculty from other universities, with the aim of enriching the learning experience and offering a broader and more applied view of the content.
Teaching is done through lectures and practicals in the classroom. The lectures will be used to introduce and explain the main themes of the syllabus. In the first session, the syllabus will be presented, basic and complementary bibliography will be given and a presentation of work proposals will be made.
The practical classes will consist of two different parts: one led by the teachers and the other by the students. They will include student presentations followed by discussion, in which the other students will be invited to participate actively, and activities based on videos, reviews of some readings, critical analysis of cases and experiential workshops.
Through tutorials, students will have continuous support from the teachers for writing reports and other coursework. All doubts and discussions that may arise from the recommended readings and the lectures will be addressed.
All the above activities can serve for evaluation purposes. All of these activities will be subject to evaluation through in-class monitoring.
The students' self-directed activities include reading specialized or complementary materials of special interest for the acquisition of the competences specific to the subject, preparing questions for the practical sessions, and individual or group study to build up competences in the subject area. Some of the readings will be posted on the Campus Virtualand a Genially (this will be specified on the first day of class).
It is very important to keep in mind that this course will work with the Campus Virtual, a tool that is very useful for accurately monitoring the course and what is being done or needs to be done, and for giving access to preparatory materials and complementary readings.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV3. Evidence on reading articles and class notes, and on videos and / or case studies. Written format. Individual activity at class. Second assessment period. Will be detailed in class | 50% | 2 | 0.08 | 1, 2, 3, 4, 6, 7, 13, 14, 19, 22, 27 |
| EV2. Psychoeducational Reports. Written format and oral. Individual activity. This will be completed and submitted in person in the classroom. It will take place between weeks 6-7 and weeks 14-15, depending on the group. Details will be provided in class. | 25% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 22, 23, 24, 25, 26, 27 |
| EV1. Group activity (written format) about diversity in the classroom. Between weeks 6-7 and weeks 14 and 15 depending on the groups. Virtual. Will be detailed in class. | 25% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27 |
Evaluation is ongoing and consists of three evidences which, at the same time, are also learning activities.
All the students must participate in the activities of continuous assessment.
The final mark is the sum of the evidences.
To pass the subject, it is mandatory to complete all three assessments. A final grade of 5 or higher is required, provided that the student has obtained a minimum score of 4.5 in EV1 and EV2, and a minimum of 5 in EV3. If these requirements are not met, the maximum grade that can be recorded in the academic transcript will be 4.5. A final grade below 5 will be considered a “fail”.
All three evidences (1, 2 and 3) are mandatory and must be submitted in the corresponding week. Failure to submit, or the unjustifiable late submission of, any evidence will result in a score of 0.
A student who has submitted evidence of learning (all of them or one) with a weight equal to or greater than 40% will be listed as "assessable".
Criteria for allowing re-evaluation
a) Not having passed the continuous assessment (the purpose of re-evaluation is not to improve on a passing grade once the subject has been passed in the continuous evaluation).
b) That during this continuous assessment, students have submitted at least two evidence specifically, having completed EV3 and one of the other two.
The re-evaluation will be to consist of a synthesis test. The maximum grade for this test is 6.5.
The corresponding guidelines on assessment can be found on this link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Second-year students or later may choose to follow the continuous assessment or take a single synthesis test without the possibility of recovery, which will consist of a test with questions about the entire content of the subject. Students must send an email to all instructors teaching the course by September 15 at the latest to request this option.
Relevant information
In-class activities related to Evidence 1 and 2 will be carried out during lessons. These activities cannot be retaken, as they are based on active participation and collaborative work. Therefore, missing class will directly affect the evaluation of these pieces of evidence.
Plagiarism or copying in any evidence involves obtaining a 0 of that evidence.
For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information search, text correction or translations. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI in this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.
Consigns such as the creation of work groups and other information will be given in class, so that students are responsible for informing the teachers and signing up for work groups in the classroom. Failure to do so within the indicated period will be recorded as “not submitted”.
SINGLE ASSESSMENT
EV1. Group activity (written format) on diversity in the classroom. It will be submitted online. Further details will be provided in class (25%, 5 hours and second evaluation period).
EV2. Psychoeducational report. Written format and oral defense. Single activity. The activity will be divided into two parts, one will bedelivered in person and theother will be an oral test, also inperson, on the same day. It will be detailed in class (25%)
EV3. Test on reading the articles and class notes, and on videos and/or case studies. Written format. Individual and face-to-face activity. It will be detailed in class (50%).
The review of the single assessment of the final grade follows the same procedure as for continuous evaluation.
THE SINGLE ASSESSMENT IS REQUESTED TELEMATICALLY (E-FORM) DURING THE SPECIFIC PERIOD (more information on the Faculty's website)
Criteria for allowing re-evaluation
The same recovery systemas that of the continuous evaluation will be applied.
THE DELIVERY OF THE TRANSLATION OF THE EVALUATION TESTS PRESENTATION WILL BE MADE IF THEY ARE COMPLETED REQUIREMENTS ESTABLISHED IN ARTICLE 263 AND IS PERFORMED YOUR REQUEST IN WEEK 4 TELEMATICALLY (E-FORM) (more information on the Faculty's website).
Type of feedback; EV&FormaT and Week
Written
Digital Tool
In-class
Tutorial: EV1 In person-online (Week 9), EV2 In person-online (Week 18) and EV3 In person (Week 19).
Bibliography
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Software
No applicable.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 3 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 4 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 11 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 12 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 21 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 22 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 31 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 32 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 41 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 42 | Catalan/Spanish | first semester | morning-mixed |