Class Psychology of Education

The curricular unit introduces students to the field of Educational Psychology, providing conceptual and empirical frameworks for understanding the psychological processes involved in learning and development across different educational contexts and throughout the lifespan. It addresses the main contributions of developmental, behavioural, socio-emotional, constructivist and cognitive perspectives, linking them to issues such as parenting education, literacy, educational inequalities, the digital transition, and education in crisis and emergency contexts. Its relevance within the study programme lies in its contribution to a multidimensional understanding of educational phenomena and to the development of evidence-informed critical analysis skills, as well as the ability to mobilise and apply psychological knowledge to the understanding and resolution of problems in the field of Educational Sciences.

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S1.1. Introduction to Educational Psychology: 1.1 Conceptualization, scientific status, method and object of study S2. Conceptual and practical framework of Educational Psychology in Educational Sciences S3. Learning: empirical framework and practical applications 3.1 Developmental approaches 3.2 Behavioural approaches 3.3 Social-emotional and constructivist approaches 3.4 Cognitive approaches S4. Parenting Education 4.1 Conceptualization and evidence-based paradigms 4.2 Background and developmental outcomes S5. Literacy 5.1 Conceptualization and educational framework 5.2 Individual and collective implications throughout the life cycle S6. Psychology of Education and Contemporaneity 6.1 Educational Inequality 6.2 Education and digital transition 6.3 Education in crisis and emergency contexts

The curricular unit integrates active and participatory methodologies, with particular emphasis on problem-based learning, promoting the mobilisation and application of psychological knowledge to educational situations. The analysis of cases and scientific evidence fosters connections between theoretical frameworks, research and practice, as well as the development of critical thinking. Collaborative activities and peer discussion promote argumentation, communication and the shared construction of knowledge. Evidence-based learning strategies are also used, particularly retrieval practice and spaced practice, supporting the consolidation and retention of learning. Formative feedback, tutorial support and the monitoring of learning outcomes foster metacognition, autonomy and the self-regulation of learning.

Capuzzi, D., & Stauffer, M. (Eds.) (2019). Career counselling. Foundations, perspectives, and applications (3rd edition). Routledge Kirschner, P., & Hendrick, C. (2020). How Learning Happens: Seminal works in educational psychology and what they mean in practice. Routledge Oliveira, C.  (2020). O papel da memória na aprendizagem escolar e na inovação pedagógica. In Descentralização e Inovação pedagógica. Universidade de Coimbra Oliveira, C.  (2020). The role of memory in school learning and pedagogical innovation. In Decentralization and Pedagogical Innovation. University of Coimbra Santrock, J. (2018).  Educational psychology. McGraw-Hill Ryerson. Slavin, R. (2020). Educational Psychology: Theory and Practice, 13 th ed. Pearson