BC3 Academic Catalog: 2023-2024 [ARCHIVED CATALOG]
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PSYC 202 - Educational Psychology 3 Credits: (3 lecture)
Course Description
This course is designed to introduce psychological principles applied to teaching and learning. Learning, development, and motivation theory along with learning processes, intellectual functioning, and educational achievement are examined. The learning environment, instructional planning, classroom management, and assessment are explored. Student diversity and learners with exceptionalities are also discussed, along with the contributions of educational research in today’s changing classrooms. Students must conduct a minimum of five hours of observation in an educationally focused setting and reflect upon their experiences.
Text
Santrock, J. W. (2022). Educational psychology (7th ed.). New York, NY: McGraw Hill.
Objectives
The student will be able to:
A. Cite research methods utilized in educational psychology linked to effective teaching and learning.
B. Differentiate between behavioral, cognitive, and social cognitive learning theories.
C. Apply Piagetian and Vygotskian cognitive developmental principles to appropriate teaching contexts.
D. Apply theories of motivation and their implications within a teaching and learning environment.
E. Trace the development of physical and cognitive abilities of preschoolers through adolescents.
F. Categorize the major personal, social, and psychological factors that have an impact on the classroom environment.
G. Evaluate lesson plans that integrate effective learning environments, classroom management practices and assessment techniques.
H. Classify the various learner exceptionalities in the teaching and learning environment.
I. Apply brain research to intelligence and memory in learning.
J. Examine one’s personal philosophy of education and pedagogy, as guided by observation experiences.
Content
A. Psychology of school learning
B. Scientific research applied to effective teaching
C. Behavioral learning theory
D. Cognitive learning theory and information processing models
E. Social cognitive learning theory
F. Cognitive developmental theory and constructivism
G. Motivation theory
H. Human growth and development
I. Personal, social, and cultural diversity
J. Exceptional learners
K. Effective learning environments and instructional planning
L. Effective classroom management
M. Intelligence and memory
N. Classroom assessment
Student Evaluation
A. Quizzes, tests, reflection journals addressing observation hours, assignments
B. Quizzes, tests, reflection journals addressing observation hours, assignments
C.Quizzes, tests, reflection journals addressing observation hours, assignments
D. Quizzes, tests, reflection journals addressing observation hours, assignments
E. Quizzes, tests
F. Quizzes, tests, reflection journals addressing observation hours, assignments
G. Reflection journals addressing observation hours, assignments
H. Quizzes, tests, reflection journals addressing observation hours, assignments
I. Quizzes, tests, reflection journals addressing observation hours
J. Reflection journals addressing observation hours
Bibliography
Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice-Hall.
Bruner, J. (1960). The process of education. Cambridge: Harvard.
Chappuis, J. (2015). Seven strategies of assessment for learning. Upper Saddle River, NJ: Pearson.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Piaget, J. (1927). Judgment and reasoning in the child. London: Routledge & Kegan Paul.
Skinner, B. F. (1953). Science of behavior. New York, NY: McMillan.
Vygotsky, L. (1978). The mind in society: The development of higher psychological processes. Cambridge: Harvard.
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