COURSE GOALS: Introduce students to the theory and research on child and adolescent development and on individual differences relevant for efficient learning and instruction, the theories of learning and motivation and its application in educational practice, and the basic principles of instruction methods and classroom management.
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.8. demonstrate knowledge and understanding of new insights into contemporary physics and informatics teaching methods and strategies;
1.10. integrate physics and informatics content knowledge with knowledge of pedagogy, psychology, didactics and teaching methods courses;
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.9. create a learning environment that encourages active engagement in learning and promotes continuing development of pupils' skills and knowledge;
2.11. plan and design efficient and appropriate assessment strategies and methods to evaluate and ensure the continuous development of pupils;
3. MAKING JUDGMENTS
3.3. reflect on and evaluate their own practice of teaching;
3.4. accept responsibilities in planning and managing teaching duties;
3.5. demonstrate professional integrity and ethical behaviour in work with pupils and colleagues;
4. COMMUNICATION SKILLS
4.1. communicate effectively with pupils and colleagues;
4.2. present complex ideas clearly and concisely;
5. LEARNING SKILLS
5.3. develop a personal sense of responsibility for their professional advancement and development.
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
Students will be able to:
1. explain the key concepts and theories in the educational psychology
2. compare and differentiate developmental characteristics of the students and understand the developmental changes in the different domains of development during the childhood and adolescence
3. understand the need for planning instruction considering the students' developmental characteristics, individual differences and special educational needs
4. understand the main forms and mechanisms of learning the their implications for instruction
5. understand the role of motivation in the learning process
6. understand the relationship between characteristics of the students, teachers, school environment, process of learning and instruction and educational outcomes
7. plan and implement the activities for promoting the development of the learning strategies and techniques, for supporting and enhancing motivation for learning and for the efficient classroom management
Main topics (hours of lectures + hours of exercises):
1. Introduction to educational psychology (2+0)
2. Fundamentals of human development (2+2)
3. Cognitive, social and emotional development (6+2)
4. Role of school, peers and families in development (2+0)
5. Individual differences in personality (2+2)
6. Individual differences in cognitive abilities (2+0)
7. Students with special educational needs (children with disabilities and gifted children) (8+2)
8. Cognitive theories of learning (6+4)
9. Behaviorist theories of learning (2+2)
10. Socio-cognitive theory of learning (2+2)
11. Theories of motivation in education and methods for fostering motivation for learning (8+6)
12. Self-regulated learning (2+2)
13. Planning for instruction (2+2)
14. Methods of instruction (6+0)
15. Classroom management (4+2)
16. Assessment (2+2)
17. Epistemic beliefs (2+0)
REQUIREMENTS FOR STUDENTS:
Class attendance (min. 70%), active participation in discussions, individual and group activities, practical assignment, written and oral exams.
GRADING AND ASSESSING THE WORK OF STUDENTS:
Grading and assessing the work of students during the semesters:
* two written exams,
* active participation and practical assignment.
Grading at the end of semester:
* final oral exam .
Contributions to the final grade:
* 90% of the grade is carried by the results of the two written exams,
* the oral exam carries 10% of the grade.
- Vizek Vidović, V., Rijavec, M., Vlahović-Štetić, V., Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP.
- Berk, L. E. (2008). Psihologija cjeloživotnog razvoja. Jastrebarsko: Naklada Slap
- Slavin, R.E. (2012). Educational psychology: theory and practice. Boston: Allyn and Bacon.
- Woolfolk, A. (2007). Educational psychology. New York: Allyn and Bacon.
- Zarevski, P. (1994). Psihologija pamćenja i učenja. Jastrebarsko: Naklada Slap