-
Presentation
Presentation
Throughout its history, Educational Psychology has investigated many themes that are necessary to understand the protagonists who cross paths in the classroom and in educational contexts: teachers, students, content, teaching strategies. This program aims to address and reflect on some of them so that they can be studied and deepened.
-
Class from course
Class from course
-
Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
-
Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
-
Code
Code
ULHT82-7210
-
Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
-
Professional Internship
Professional Internship
Não
-
Syllabus
Syllabus
Syllabus 1 Psychology, Education, and Development . Development and biological heritage . Development and cultural heritage . Education and Development 2 - Learning and Development . Conceptions of human development . . Learning and development . The Great Theoretical Paradigms of Learning 3 - Personal and social development . The epigenetics of personal and social development . Personal Building and Values . The Development of Moral Conscience. Education and citizenship
-
Objectives
Objectives
-Acquire in-depth knowledge about the themes worked; -Master concepts and apply the terms/languages of the Curricular Unit; -Start in research in the context of the topics worked; -Be able to apply knowledge and strategies in new situations; -Be able to present with clarity and scientific rigour, orally or in writing, the result of the personal work.
-
Teaching methodologies
Teaching methodologies
Texts will be distributed of compulsory reading before the classes, that will be discussed in each session, according to a programmed schedule. Will be requested the participation of students and eventually the dynamization of the discussion. The lectures will be targeted to cover the topics of the syllabus.
-
References
References
Alberoni, F. (2000 ). Valores. O bem, o mal, a natureza, a cultura, a vida. R. de Janeiro: Rocco. Damásio, A (1995). O Erro de Descartes. Emoção, razão e cérebro humano . Lisboa: Pub. Europa América. Erikson, E. (1976). Infância e Sociedade . R. de Janeiro: Zahar Ed . Kohlberg, L. (1984). The Psychology of moral development . S. Francisco: Harper & Row. Lourenço, O.M. (2002). Psicologia do Desenvolvimento Moral . Coimbra: Liv. Almedina. Morin, E. (2000). Os sete saberes necessários à educação do futuro . S. Paulo: Cortez Ed. Piaget,J. (1932). The Moral Judgement of the Child . London: Routledge. Sprinthall, N.A . & Sprinthall, R.C. (1993). Psicologia Educacional. Lisboa: McGraw-Hill. Teodoro, A. & Vasconcelos, M.L. (2012). Ensinar e Aprender no Ensino Superior. Por uma Epistemologia da Curiosidade na Formeção Universitária. S. Paulo: Cortez Ed. Vygotsky, L. (1978). Mind in society:
-
Assessment
Assessment
Como processo de avaliação será tida em conta cumulativamente a assiduidade (5%) e a leitura, discussão e apresentação de textos propostos para estudo e análise (50%). O aluno será igualmente convidado a preparar individualmente duas curtas recensões sobre as referências bibliográficas sugeridas (45%).
Os alunos que não conseguirem realizar a avaliação contiínua, prestarão provas de exame
As an assessment process, attendance (5%) and the reading, discussion, and presentation of texts proposed for study and analysis (50%) will be taken into account cumulatively. The student will also be invited to individually prepare two short reviews on the suggested bibliographic references (45%).
Students who are unable to complete the continuous assessment will take exams.
-
Mobility
Mobility
No
