2024
Psychology of Learning
Name: Psychology of Learning
Code: PSI11099L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
Construction of theoretical and practical knowledge of the main theories of human learning, its processes (cognitive, affective, behavioral) and differential aspects
Sustainable Development Goals
Learning Goals
1. Know the relationship between learning, development, education and teaching
2. Know fundamental models and theories in the field of learning psychology
3. Analyze and problematize the complementarities, implications and limits of the different models and theories of learning.
4. Know the behavioral, cognitive, socio-cognitive and motivational processes involved in learning.
5. Apply the principles of the different theories and the psychological processes involved to learning situations in formal and informal contexts and in different age groups.
6. Know the differential processes involved in learning and their implications
7. Understand and reflect on their own learning processes in the light of the various theories explaining learning.
8. Develop habits of research and critical reading of information.
9. Understand the role of learning in promoting human development and educational and social inclusion.
2. Know fundamental models and theories in the field of learning psychology
3. Analyze and problematize the complementarities, implications and limits of the different models and theories of learning.
4. Know the behavioral, cognitive, socio-cognitive and motivational processes involved in learning.
5. Apply the principles of the different theories and the psychological processes involved to learning situations in formal and informal contexts and in different age groups.
6. Know the differential processes involved in learning and their implications
7. Understand and reflect on their own learning processes in the light of the various theories explaining learning.
8. Develop habits of research and critical reading of information.
9. Understand the role of learning in promoting human development and educational and social inclusion.
Contents
1. INTRODUCTION
1.1. Definition of learning
1.2. Learning, development, education, teaching and inclusion
2. THEORETICAL MODELS IN THE PSYCHOLOGY OF LEARNING
2.1. Behavioral theories of learning
2.1.1 Classical conditioning
2.1.2 Operant conditioning
2.1.3 Social learning
2.2. Cognitive theories of learning
2.2.1 Information Processing
2.2.2 Piaget's Cognitive Constructivism
2.2.3 Vygotsky's Socio-Constructivism
3. INDIVIDUAL FACTORS AND CHARACTERISTICS
3.1 Cognitive styles and learning styles
3.2 Self-concept
3.3 Motivational cognitions
4. STUDENT-CENTERED LEARNING
4.1 Conceptions and approaches to learning
4.2 Motivation and strategies
4.3 Implications for academic performance
1.1. Definition of learning
1.2. Learning, development, education, teaching and inclusion
2. THEORETICAL MODELS IN THE PSYCHOLOGY OF LEARNING
2.1. Behavioral theories of learning
2.1.1 Classical conditioning
2.1.2 Operant conditioning
2.1.3 Social learning
2.2. Cognitive theories of learning
2.2.1 Information Processing
2.2.2 Piaget's Cognitive Constructivism
2.2.3 Vygotsky's Socio-Constructivism
3. INDIVIDUAL FACTORS AND CHARACTERISTICS
3.1 Cognitive styles and learning styles
3.2 Self-concept
3.3 Motivational cognitions
4. STUDENT-CENTERED LEARNING
4.1 Conceptions and approaches to learning
4.2 Motivation and strategies
4.3 Implications for academic performance
Teaching Methods
Lectures - Expository methodology, use of examples, dialog, encouraging understanding of theory, critical thinking and articulation of theory and practice.
Practical classes - Active, reflective and diverse activities (e.g. brainstorming, debates, exercises, analysis of cases, literary excerpts, watching videos, role-playing). These methods aim to understand the application of theory, develop critical thinking and promote problem-solving skills. Oral communication. Cooperative work.
Autonomous work outside of - involves research, reading texts and preparing content to be presented in class. Development of critical thinking through reflection and self-assessment.
Use of Moodle to organize and access learning materials, information and contact with students.
Practical classes - Active, reflective and diverse activities (e.g. brainstorming, debates, exercises, analysis of cases, literary excerpts, watching videos, role-playing). These methods aim to understand the application of theory, develop critical thinking and promote problem-solving skills. Oral communication. Cooperative work.
Autonomous work outside of - involves research, reading texts and preparing content to be presented in class. Development of critical thinking through reflection and self-assessment.
Use of Moodle to organize and access learning materials, information and contact with students.
Assessment
CONTINUOUS EVALUATION: Attendance must not be less than 75% in theory classes and 75% in practical classes. Individual written test (50%) and group work (50%). If one of the elements of the continuous assessment is graded below 8, the student moves on to the final assessment system. The group work has a theoretical foundation and an application/intervention component. The teacher will monitor the work and provide feedback. Students who attend the continuous assessment regime and complete the group work, if they have to take an exam, can choose to keep the grade for the group work previously obtained.
FINAL ASSESSMENT: Individual work (50%) and written test (50%). Obtaining a mark of less than 8 in any of the tests will result in failure. Pass: minimum final mark of 10, provided none of the exams has less than 8 marks.
FINAL ASSESSMENT: Individual work (50%) and written test (50%). Obtaining a mark of less than 8 in any of the tests will result in failure. Pass: minimum final mark of 10, provided none of the exams has less than 8 marks.
Teaching Staff
- Maria Luísa Fonseca Grácio [responsible]
Certificações
