Class Psychology of Education

This curricular unit focuses on the conceptual and empirical foundations of Educational Psychology, as well as on its potential applications, with particular emphasis on the psychological processes involved in education and learning throughout the life cycle and in the multiple life contexts. The breadth and transdisciplinarity of educational issues allow the articulation of knowledge in this domain with the knowledge from different areas and models of action in Psychology, providing the combination and transfer of knowledge between related curricular units. Additionally, Educational Psychology is a fundamental reference for the acquisition and understanding of knowledge in the field of School Psychology, contained in the "Applied Psychology I" curricular unit, and constitutes an essential foundation for a complete, comprehensive and diversified undergraduate training.

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The syllabus is scaffolded in the following main contents: C1. Introduction to Educational Psychology (E.P.) 1.1. Defining Educational Psychology Scientific status, method and object 1.2. Conceptual and practical framework Historical background, educational settings and practical applications C2. Central Topics in Educational Psychology 2.1. Learning: theoretical frameworks and applications to E.P. Theoretical and empirical foundations Practical applications to educational problems 2.2. Literacy Conceptual framework, and individual and colective implications 2.3. Parental Education Evidence-based frameworks 2.4. Educational Psychology and contemporaneity Education, globalization and diversity Education in emergency settings Education and digital transition

The teaching methodology "Problem-Based Learning" (PBL) has robust empirical validity, particularly in higher education settings. In this sense, the contents will start from the identification and in-depth characterization of a real educational problem to be solved in a small group. This resolution will be accompanied, on the one hand, by tutorial support for reflection, monitoring, and continuous evaluation, and, on the other hand, by explicit and participatory instruction for the acquisition and deepening of knowledge. The group problem resolution should be complemented by independent work, taking into account the complexity and extension of the task, as well as the learning objectives. The evaluation of the various work components will be detailed in the "Evaluation - Instruments and Evaluation Parameters" section.

Alexander, P. (Ed.) (2021). Contemporary Educational Psychology. ISSN: 0361-476X Corno, L., & Anderman, E. M. (2016) (Ed.). Handbook of Educational Psychology, 3rd ed . Routledge Kendeou, P. (Ed.) (2023). Journal of Educational Psychology. eISSN: 1939-2176 Kirschner, P. A., & Hendrick, C. (2020). How learning happens:Seminal works in educational psychology and what they mean in practice. Routledge Mirza, N. M., Garrido, C. M., & Tartas, V. (Ed.s) (2023). European Journal of Psychology of Education. eISSN: 1878-5174. URL: https://www.springer.com/journal/10212 Oliveira, C. R. G. (2020). O papel da memória na aprendizagem escolar e na inovação pedagógica. In Descentralização e Inovação pedagógica . Imprensa da Universidade de Coimbra Mok, M. M. C. (Ed.) (2021). Educational Psychology: An international journal of experimental educational psychology . eISSN: 1469-5820. URL: https://www.apa.org/pubs/journals/edu Santrock, J. W. (2017). Educational Psychology, 6 th ed. Mc-Graw Hill