UMH - EDUCATIONAL PSYCHOLOGY

EDUCATIONAL PSYCHOLOGY

Course

Code: 1860

Degree: Bachelor's in Psychology

Faculty of Health and Social Sciences

Year: Year 2 of Bachelor's in Psychology

Semester: Spring

Type: Required

Language: Spanish

ECTS credits: 6

Lecture: 3

Laboratory: 3

Hours: 150

Directed: 60

Shared: 10

Autonomous: 80

Subject matter: Educational Psychology

Module: Core

Department: Health Psychology

Area: EDUCATIONAL AND EVOLUTIONARY PSYCHOLOGY

Course instructors are responsible for the course content descriptions in English.

Description

School learning and instruction. Contents and variables of school learning. The educational relationship. Psychology of education and school psychology.

Faculty

Name	Coordinator	Lecture	Laboratory
INGLES SAURA, CANDIDO JOSE	■	■
GAZQUEZ PERTUSA, MONICA			■

Professional interest

The overall objective of the Psychology of Education is to analyze the behavioral changes that occur in people as a result of their participation in formal and informal educational activities, as well as the factors that facilitate and hinder and their consequences. Through this course students will learn the fundamentals of psychology of education that allows them to develop professional practice in the field psychoeducation aimed at ensuring maximum efficiency in the teaching-learning process.

Competencies and learning outcomes

General competencies

Ability to analyze, evaluate, and assess individual and group situations, identify problems, interpret data, and formulate solutions to individual and/or group problems.
Assess information critically and apply the scientific method to improve the profession.
Establish good interpersonal communication to address the community you work with and the individuals you relate to effectively and with empathy.
Be capable of working in multidisciplinary and multicultural teams and leading multidisciplinary teams.
Ability to update, consolidate, and integrate new knowledge to improve the exercise of the profession using continuous self-learning techniques and critical analysis.
Capability to use and promote innovation and creativity to solve professional problems.

Specific competencies

Be capable of adapting professional interventions to different contexts and situations, working on interdisciplinary teams in hospitals and primary care, as well as in other professional activity organizational contexts.
Ability to make reasoned diagnostic judgments (orally and in writing) after properly applying contrasted analysis procedures of individual and collective behavior, respecting ethical components of the professional and scientific activity of the psychologist, before both the subject under intervention as well as other professionals.

Objectives (Learning outcomes)

01Describe the purpose of Educational Psychology, knowing the main functions of the educational psychologist and areas of research in this field.
02Defining school learning, distinguishing the different theoretical perspectives in Educational Psychology.
03Understand the main approaches and theories that explain the intelligence to be able to differentiate the contributions of the different theories, identify the main procedures of assessment of intelligence based on game theoretic approaches.
04Understand the concept of learning strategy and differentiate it from other similar concepts, distinguishing features and functions of cognitive strategies, metacognitive and resource control; know and apply different study techniques.
05Know the main dimensions that make up the academic motivation and their components, to identify the effect that each of these components has on academic performance, understanding the influence of environment on academic motivation
06Analyze and identify the characteristics and manifestations of the different styles of learning and thinking and its relation to other cognitive and personality variables; know and understand strategies to enhance the styles that positively influence personal and academic achievement.
07Analyze characteristics and applications of new technologies in the teaching-learning process and the relevance of its use
08Define what school mediation, its characteristics and its main applications in the educational context.

Teaching units

Association between objectives and units

Objective/Unit	U1	U2	U3
01
02
03
04
05
06
07
08

Schedule

Week	Teaching units	Directed hours	Shared hours	Autonomous hours	Total hours
1	U2	4	0	4	8
2	U2	4	0	4	8
3	U2,U3	6	0	6	12
4	U3	6	0	6	12
5	U3	6	0	6	12
6	U3	10	0	6	16
7	U3	12	0	6	18
8	U3	12	0	6	18
9	U1	0	1	6	7
10	U1	0	1	4	5
11		0	2	1	3
12		0	2	1	3
15		0	4	24	28

Basic bibliography

Cándido J. Inglés, Cecilia Ruiz-Esteban y María S. Torregrosa COORDINACIÓN. "Manual para psicólogos educativos. Teoría y práctica". PIRÁMIDE .

Complementary bibliography

Methodology and grading

Methodology

Cooperative learning: Develop active learning through cooperative working strategies among students and promote shared responsibility to reach group goals.
Learning agreement: Develop active learning through an agreement between the teacher and the student containing commitments for what will be learned, how monitoring will take place for that learning, the set period of time, and the evaluation criteria.
Problem-based learning: Develop active learning strategies through problem solving that promote thinking, experimentation, and decision making in the student.
Project-based learning: Realization of a project to solve a problem, applying acquired learning and promoting abilities related to planning, design, performing activities, and reaching conclusions.
Solving exercises and problems: Exercise, test, and apply previous knowledge through routine repetition.

Grading

1. NOTE theory - the theory exam grade will represent 60% (6 points) of the final grade for the course. - Multiple choice test with three possible answers. Minimum grade to pass the subject: 5. - Correction formula: PD = A - (E/k-1), where are the hits, errors E k the number of choices of the questions. Two wrong answers remain correct answer.
-The theory exam score will be saved to the call for DECEMBER (current course).

The remaining 20% of the theory grade, will correspond to the exposure groups, each of the subjects that make up the program of the same. For this, the room will be divided roughly into 17 groups of 5-6 members each. EACH GROUP WILL HAVE TO EXPOSE THE MIDDLE OF EACH OF THE THEMES course syllabus. THEREFOR, STUDENTS WILL HAVE THE REQUIRED MATERIALS PROVIDED BY THE TEACHER. This activity corresponds to 20% of the theory grade, regardless of what the note on the theory test. This note is held in calls for JUNE, SEPTEMBER and OCTOBER current course.

2. PRACTICE NOTE - The final grade will practice from 40% (4 points) of the final grade for the course.
- Attendance at 6 practical sessions is mandatory. To pass this part is impresdindible:
a) Attend 6 sessions at the date and time indicated in the "checkerboard / schedule" class.
b) Provide the individual and / or group at the end of each of the practices in the sessions.
c) Providing and final report (which will contain student work, classroom activities and self-employment-for each of the six practices) on the date specified for this purpose. Papers submitted will not be accepted out of date.
c) Obtain at least a 5 on the average of the six papers, provided that any practice has a rating of less than 4 points.
- Each practical work will be marked out of 10 based on the following criteria: date of delivery, quality of presentation of work required structure and format, content quality.
- The non-attendance (excused or unexcused) the practice sessions involve the application of a report / INDIVIDUAL memory for each of the practices that are not attended, punctuating it about 5 max.
-The practice note is saved, at most, until the call of DECEMBER current course.
-To approve the practice in September or December, students must submit their reports INDIVIDUAL. These reports correspond to failure practices and / or the practices that did not attend.

3.-FINAL NOTE

- The ratings averaged theoretical and practical part each provided both are equal to or greater than 5 points (in the June, September or December of the current year).

Faculty: EDUCATIONAL PSYCHOLOGY