Pedagogical Psychology
| Title | Παιδαγωγική Ψυχολογία / Pedagogical Psychology |
| Code | ΓΚ3900 |
| Faculty | Physical Education and Sport Science |
| School | Physical Education and Sport Science (Serres) |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 260000582 |
Programme of Study: UPS of School of Physical Education and Sports Science in Serres (2014)
Registered students: 82
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | DESMĪ | Winter/Spring | - | 4 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 2 |
| Total Hours | 26 |
| Class ID | 600275682
|
| Section | Instructors |
|---|---|
| 1. Τμήμα ενεργών φοιτητών ακαδ. έτους 2025-2026 | Aikaterini Mouratidou |
| 2. Φοιτητές επί πτυχίω από το 2020-21 (εξετάσεις) | Aikaterini Mouratidou |
| 3. Φοιτητές επί πτυχίω πριν το 2020-21 (εξετάσεις) | Aikaterini Mouratidou |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
The course aims to further focus and deepen knowledge and applications from the fields of Pedagogy and Psychology in order to ensure students’ pedagogical and teaching competence.
Learning Outcomes
The course aims to help students understand the core concepts and research methods of Educational Psychology, as well as essential issues related to the influence of heredity and environment on the formation of personality and behavior. In addition, students will become familiar with and comprehend key issues concerning education, learning, motivation, and the developmental trajectory of children and adolescents across all levels of education.
Upon successful completion of the course, students will be able to:
- Describe and explain the fundamental concepts, theories, and principles of Educational Psychology, with an emphasis on their relevance to educational practice.
- Understand and evaluate the main research methods used in the field of Educational Psychology and discuss their advantages and limitations.
- Analyze the influence of heredity and environment on the development of personality, behavior, and psychosocial growth of the individual.
- Describe the developmental trajectory of children and adolescents in terms of biological, cognitive, emotional, and social aspects, identifying key pedagogical implications.
- Interpret major learning theories (behaviorist, cognitive, sociocognitive) and suggest ways to apply them in educational and athletic settings.
- Recognize the factors that influence motivation in learning and physical activity, and implement basic strategies to foster a motivating learning climate.
- Relate theoretical and practical issues of education, learning, and development to the needs of students/athletes across different educational levels or developmental stages.
- Apply theoretical knowledge to analyze educational situations and propose pedagogically appropriate interventions.
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
- Educational Psychology: Understanding learning and teaching (including in the Physical Education classroom)
- The concept of development in Psychology: the influence of heredity and environment, scientific theories, and key issues in child and adolescent development (including through Physical Education)
- Personal, socio-emotional, and moral development
- Self-regulation, psychological resilience, and educational settings
- Learning: definitions, key issues, and scientific theories
- Diversity, learning, teaching, and inclusion
- Motivation and learning
- Classroom management (also in physical activity learning environments).
Keywords
Heredity, environmental influences, personality, temperament, self-concept, self-esteem, identity, developmental characteristics, learning, educational motivation, diversity, inclusion, self-regulation, resilience
Educational Material Types
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
- 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
• Use of computers and projector for lecture presentations
• All information about the course is available online at elearning
• Use of Internet and email for communication with students
• Use of ICT tools for the final student assessment and evaluation
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 52 | 2 | ✓ | ||
| Reading Assigment | 40 | 1.5 | ✓ | ✓ | |
| Written assigments | 10 | 0.4 | ✓ | ✓ | |
| Exams | 2 | 0.1 | ✓ | ||
| Total | 104 | 4 |
Student Assessment
Description
The assessment and grading criteria and methods are included in the course syllabus and are also announced verbally during the first lecture. In addition, students are informed—also via personal email—of the dates and topics of an optional assignment in the field of Educational Psychology (which may contribute up to 30% of the final grade as part of formative/summative assessment).
The grade from this formative/summative assessment is valid for two examination periods: the exam period immediately following the semester in which the course is taught, and the September exam period. In the case of a failing grade, the student must be re-assessed. Formative assessments take place in the classroom during regular course hours. The final evaluation is conducted electronically through the course’s e-learning platform and includes multiple-choice questions, matching, and short-answer questions.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Summative)
- Written Exam with Short Answer Questions (Summative)
- Written Assignment (Formative)
- Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
1. Εκπαιδευτική Ψυχολογία. Νέοι ορίζοντες στη μάθηση και τη διδασκαλία
Κωδικός Βιβλίου στον Εύδοξο: 68379830 Συγγραφείς: Paul Eggen, Don Kauchak, Εκδόσεις ΚΡΙΤΙΚΗ, Έτος έκδοσης 2017
2. Εκπαιδευτική Ψυχολογία. Κωδικός Βιβλίου στον Εύδοξο: 31369 Συγγραφείς: Elliott Stephen N., Kratochwill Thomas R., Littlefield-Cook Joan, Travers John F, Εκδόσεις Γ. ΔΑΡΔΑΝΟΣ - Κ. ΔΑΡΔΑΝΟΣ Ο.Ε., Έτος 1ης έκδοσης 2008
3. Εκπαιδευτική Ψυχολογία. Κωδικός Βιβλίου στον Εύδοξο: 77107670, Συγγραφείς: Santrock W. John, Αντωνίου Αλέξανδρος-Σταμάτιος, Πολυχρόνη Φωτεινή (επιμέλεια), Εκδόσεις Α ΤΖΙΟΛΑ & ΥΙΟΙ Α.Ε., Έτος 6ης έκδοσης 2017
Additional bibliography for study
Συναφή επιστημονικά περιοδικά/ Scientific journals:
- Educational Psychology Review,
- Journal of Educational Psychology,
- Educational Psychologist,
- Contemporary Educational Psychology
Last Update
24-06-2025
