EDUCATIONAL PSYCHOLOGY
| Title | ΕΚΠΑΙΔΕΥΤΙΚΗ ΨΥΧΟΛΟΓΙΑ / EDUCATIONAL PSYCHOLOGY |
| Code | ΥΒ.1.001 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Constantinos Vouyoukas |
| Common | No |
| Status | Active |
| Course ID | 80003370 |
| Academic Year | 2022 – 2023 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600208659
|
Class Schedule
| Building | Παιδαγωγικό Μπλε |
| Floor | Ισόγειο |
| Hall | ΑΙΘΟΥΣΑ ΛΥΟΜΕΝΟ 2 (173) |
| Calendar | Τετάρτη 16:00 έως 18:30 |
Course Type 2021
General Foundation
Course Type 2016-2020
- Background
- General Knowledge
Course Type 2011-2015
General Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600208659
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=5539
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
Upon successful course completion, students will be able: 1. to understand the relationship between psychology and education with emphasis placed on preschool education, 2. become familiar with research methodology on educational psychology, and 3. acquire basic theories of learning and motivation and important principles of classroom management.
General Competences
- Apply knowledge in practice
- Make decisions
- Work autonomously
- Work in teams
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
1. Theories of learning and teaching.
i. Behaviourist theories, ii. Socio-cognitive theories, iii. Self-regulated learning, iv. Cognitive and social constructivism.
2. Theories of motivation and teaching
i. Motives and anxiety, curiosity and interest ii. Maslow theory of needs, iii. socio-cognitive theories, iv. cognitive theories (achievement theory, goal attribution, causal attribution theories), v. motivation and self-determination, vi. motivation and encouragement.
3. Classroom management.
i. Children with learning difficulties and behaviour problems. Psycho-social dimensions of learning difficulties, ii. classroom rules and logical consequences, iii. classroom social discipline, children’s false aims,iv. critical-reflective classroom management.
Keywords
Learning theories, motivation, classroom management
Educational Material Types
- Slide presentations
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
powerpoint, email, elearning
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ||
| Written assigments | 61 | 2.4 | ✓ | ||
| Exams | 50 | 2 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
2 written exams during the semester with compulsory participation in one of them (up το 2 points each) & 1 compulsory essay at the end of the semester (up to 6 points). The essay should receive at least 3 points.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative)
- Written Exam with Short Answer Questions (Formative)
- Written Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
1. Elliott S, Kratochwill T, Littlefield-Cook J, Travers J. (2008). Εκπαιδευτική Ψυχολογία. Εκδόσεις Gutenberg.
2. Eggen, P. & Kauchak, D., (2017). Εκπαιδευτική Ψυχολογία. Νέοι ορίζοντες στη μάθηση και τη διδασκαλία. Αθήνα: Κριτική
Additional bibliography for study
1. O’Donnell M. A., Reeve J., Smith K. J. (2021). Εκπαιδευτική Ψυχολογία.Εκδόσεις Gutenberg.
2. Santrock W. J. (2020). Εκπαιδευτική Ψυχολογία. Εκδόσεις Τζιόλα.
3. Ormrod, E. J. (2020). Ψυχολογία της Μάθησης. Εκδόσεις Gutenberg.
4. Skinner, B.F. (2013). Περί Συμπεριφορισμού. Εκδόσεις Πεδίο
5. Μαριδάκη-Κασσωτάκη, Α.(2011). Παιδαγωγική Ψυχολογία. Αθήνα: Διάδραση.
6. Schunk, D. H. (2010). Θεωρίες Μάθησης. Μία Εκπαιδευτική Θεώρηση. Αθήνα: Μεταίχμιο.
7. Schunk, D.H., Pintich, P.R & Meece, J. L. (2010). Τα Κίνητρα στην Εκπαίδευση. Εκδόσεις Τυπωθήτω
8. Bertrand, Y. (2009). Σύγχρονες Εκπαιδευτικές Θεωρίες. Εκδόσεις Ελληνικά Γράμματα.
9. Slavin, R. E. (2007). Εκπαιδευτική Ψυχολογία. Εκδόσεις Μεταίχμιο.
10. Φράγκος, Χ. (2006). Ψυχοπαιδαγωγική. Εκδόσεις Gutenberg
11. Woolfolk, A. (2006). Εκπαιδευτική Ψυχολογία, Εκδόσεις Έλλην.
12. Παπαηλιού, Χ. Ξανθάκου, Γ. & Χατζηχρήστου, Χ. (2005). Εκπαιδευτική-Σχολική Ψυχολογία. Εκδόσεις Ατραπός.
13. Gaonach, D. & Golder, C. (2003). Εγχειρίδιο Ψυχολογίας για την Εκπαίδευση. Τόμος Α. Εκδόσεις Πατάκη.
14. Foulin, J.N. & Mouchon, S. (2001). Εκπαιδευτική Ψυχολογία. Εκδόσεις Μεταίχμιο.
15. Fontana, D. (1996). Ψυχολογία για Εκπαιδευτικούς. Αθήνα: Σαββάλας.
Last Update
19-01-2023
