Course Contents

EDUCATIONAL PSYCHOLOGY I Program: MS Education Credit Hours: 3 Course Code: EDU-620-I Course description The purpose of this course is to introduce a psychological perspective to cognition, learning, and instruction in classroom contexts. The course will focus on current issues in the theoretical and empirical literatures concerning psychological theories, principles and practices for influencing learning. The course will provide a range of relevant conceptual and empirical readings. It will help students to find evidence how research in psychology is used to solve students’ academic, social, behavioral and personal problems. Course Outcomes After studying the course, the students can: 1. Analyze nature, theories, principles and practices of educational psychology. 2. Review relevant literature on different psychological researches, works and findings. 3. Apply psychological methods for improving students learning 4. Collect empirical evidence of effects and relationships of psychological phenomenon with students’ performance 5. Critically evaluate appropriate psychological strategies to help soling educational problems of students. Learning Methodology: • Teaching Strategies In general, the major teaching strategies will include: Collaborative learning, Group discussion, Lecture, Seminar, Team teaching, Reflective journals, Assignments, project, and presentation. • Readings Participants are supposed to read in advance the topic/s under discussion. • Class Participation Positive and constructive class participation will be encouraged. Particular emphasis will be given to it during the presentation sessions. Participants’ active involvement during the sessions will contribute to class participation marks. • Guidance- Counseling Service Participants are free to discuss the progress of their courses any time they want. However, to avoid inconvenience setting up of appointment is recommended. Course Plan Educational Psychology Week Units Content Method Week 1 Unit 1 Educational Psychology Nature and Scope of Educational Psychology Branches and fields of psychology Reflective practice Discussion Week 2 Unit 1 Educational Psychology Pure Psychology and applied Psychology Jigsaw guided reading Week 3 Unit 2 Systems or Schools of Psychology Introduction Structuralism Functionalism Student Presentations Week 4 Unit 2 Systems or Schools of Psychology Behaviorism Gestalt Psychology Collaborative learning Week 5 Unit 3 Theories of Learning Types of Learning Theories of Learning Trial and Error Theory Student Presentations Discussion Week 6 Unit 3 Theories of Learning Thorndike’s Laws of Conditioning Theory of Classical Conditioning Operant Conditioning Lecture Discussion Presentation Week 7 Unit 4 Developmental Stages Child and adolescent Growth Physical Growth and Development Discussion Lecture Week 8 Unit 4 Cognitive growth Social growth Emotional growth Sharing of reflective journals and research topic Week 9 Mid term Week 10 Unit 5 Personality Meaning and Nature of Personality Theories of Personality Discussion Presentations Week 11 Unit 5 Personality Assessment of Personality Projective and no-projective test of personality Discussion Guest speaker Week 12 Unit 6 Creativity Definition of creativity Nature and characteristics of creativity Difference between intelligence and creativity Discussion Article review & Presentation Week 13 Unit 6 Creativity Difference between intelligence and creativity Measuring creativity Convergent and Divergent Thinking Discussion Week 14 Unit 7 Educational Psychology and modern trends • Intelligent tutoring system • Educational technology • Cognitive tutor • Cooperative learning Inquiry based method Week 15 Unit 7 Educational Psychology and modern trends Collaborative learning Problem-based learning Computer-supported collaborative learning Constructive alignment Collaborative learning Presentations Week 16 Revision Student teacher, Feedback and discussion ARTICLES REVIEW Length of Assignment: The assignment must be about 3000-3500 words properly word processed and proofread before submitting. Submission Assignment will be submitted according to schedule mentioned in course outline. Presentations will be held as per schedule. Note: Plagiarism will result in strict disciplinary action as per HEC / LCWU policy. Late Assignments will not be entertained GUIDELINES FOR ARTICLE REVIEW Below are some ideas regarding article review. These are NOT a required list of questions to answer and you are not limited to these questions. • What interested you in the article? • Did you like/dislike; agree/disagree with the issues or ideas presented and why or how? • Did you learn anything from this article? Did it change your mind, or confirm what you already knew? • Is this something you would implement when you are a classroom teacher/school administrator? Why? Why not? • How does the information in the article relate to the module/course we are studying? • What aspects of our module are reflected in the article? • Does the article present ideas relevant or useful for Educational practice, especially curriculum? • Summary of the article Assessment: Class participation: 5 marks Attendance: 5 marks Two Presentations: 10 marks Two Assignments: 10 marks Mid term: 30 marks Final term: 30 marks 2 Review articles: 10 marks Total marks: 100 Recommended Readings and websites: • American Psychological Association Presidential Task Force on Psychology in Education. (1997). Learner-centered psychological principles: A framework for school redesign and reform. Washington, DC: American Psychological Association. Available at, http://www.apa.org/ed/governance/bea/learner-centered.pdf • Bandura, A. (2001). The changing face of psychology at the dawning of a globalization era, Canadian Psychology, 42, 12-24. Available from, http://www.uky.edu/~eushe2/Bandura/Bandura2001CP.pdf • Berliner, D. (1993). The 100-year journey of educational psychology: From interest, to disdain, to respect for practice. In T. Fagan and G. VandenBos (Eds.), Exploring applied psychology: Origins and critical analysis (Master Lectures in Psychology). Washington, DC; American Psychological Association. Available from http://www.wou.edu/~girodm/611/Berliner_100years.pdf • Dewey, J. (1902). The school as social center. Proceedings of the National Education Association, 373–383. Available fromhttp://www.cws.illinois.edu/IPRHDigitalLiteracies/dewey%201902%20school%20as%20social%20center.pdf • Huitt, W. (2011). Why study educational psychology? Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Available, fromhttp://www.edpsycinteractive.org/topics/intro/whyedpsy.html • Conner, M. (2002). A primer on educational psychology. Available, from http://marciaconner.com/resources/edpsych/ • Pajares, F. (2007). Culturalizing educational psychology. In F. Salili& R. Hoosain (Eds.), Culture, motivation and learning: A multicultural perspective [19–42]. Charlotte, NC: Information Age Publishing. Available, from http://www.uky.edu/~eushe2/Pajares/Pajares2007Culturalizing.pdf • Thorndike, E. (1910). The contributions of psychology to education. Journal of Educational Psychology, 1(1), 5–12. Available from http://psychclassics.yorku.ca/Thorndike/education.htm • Vockell, E. (n.d.). Educational psychology: A practical approach. Calumet, IN: Purdue University-Calumet. Available from http://education.calumet.purdue.edu/vockell/EdPsyBook/

Course Synopsis

The purpose of this course is to introduce a psychological perspective to cognition, learning, and instruction in classroom contexts. The course will focus on current issues in the theoretical and empirical literatures concerning psychological theories, principles and practices for influencing learning. The course will provide a range of relevant conceptual and empirical readings. It will help students to find evidence how research in psychology is used to solve students’ academic, social, behavioral and personal problems.

Course Learning Outcomes

After studying the course, the students can: 1. Analyze nature, theories, principles and practices of educational psychology. 2. Review relevant literature on different psychological researches, works and findings. 3. Apply psychological methods for improving students learning 4. Collect empirical evidence of effects and relationships of psychological phenomenon with students’ performance 5. Critically evaluate appropriate psychological strategies to help soling educational problems of students.