Class Learning Psychology

The curricular unit Psychology of Learning, in the Educational Sciences – Social Education study program, aims to foster reflection on individual and social learning theories and processes, enabling students to apply the knowledge acquired in the field of Social Education. Moreover, it seeks to develop scientific skills through the active participation of students in socio-educational research projects that requires databases.

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Introduction The concept of learning. The human being: a learning machine. The four pillars of education according to J. Delors. Paradigms and processes of learning - the skill model of learning in K.Illeris Behaviourism versus cognitivism. The information-processing model: human attention and memory. Cognitive organisation of learning in J. Bruner: enactive, iconic, and symbolic modes of representation. Cognitive structure and concept maps in D. Ausubel. Social cognitive theory in A. Bandura: the triadic reciprocity model. Disposition and motivation to learn in K.Illeris The concept of self-efficacy in A. Bandura. Motivation to learn: intrinsic and extrinsic motivation. Preparation for the final UC project Consultation of Scopus databases. Structure of scientific articles: empirical studies and systematic literature reviews. Empirical work: collection, processing, and analysis of quantitative and qualitative empirical data.  

Classes are mainly theoretical-practical and oriented towards the final project under tutorial supervision. They combine theoretical exposition, oral presentations, debates, and feedback–revision of individual and collaborative work. The demonstrative method is also used, involving videos, reflection activities, discussions, summaries, collaborative concept map construction, and the deconstruction of scientific articles. The use of AI platforms, such as NotebookLM, is encouraged to support the understanding of theoretical content and scientific articles, promoting transparency, data verification, and respect for copyright. Continuous assessment includes summaries with concept maps and deconstruction of articles (50%); final assessment comprises a written report, oral presentation, and defence (50%). The system for working students is identical, allowing late submission. The resit session consists of a practical assignment (100%) covering the contents of the curricular unit.  

- Schunk, D. H. (2012). Introduction to the study of learning. In D.H. Schunck (Ed.), Learning Theories: An Educational Perspective (pp.1-27). Pearson Education Inc. - llleris, K. (2018). A comprehensive understanding of human learning. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists…in their own words (pp.1-14). Taylor & Francis. - Wenger, E. (2018). A social theory of learning. In K. Illeris (Eds). Contemporary Theories of Learning: Learning Theorists…in their own words. (pp. 219-228). Taylor & Francis. - Gardner, H. (2018). Multiple approaches to understanding. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists…in their own words. (pp. 129-138). Taylor & Francis. - Hattie, J.A.T., & Donoghue, G. M. (2018). A model of learning: Optimizing the effectiveness of learning strategies. In K. Illeris (Ed.), Contemporary Theories of Learning: Learning Theorists…in their own words. (pp. 97-113). Taylor & Francis.