An Introduction to Educational Psychology
- Foundations of educational psychology
- What is educational psychology?
- Goals of educational psychology.
- Research methods.
- Development during the school years
- Physical and cognitive.
- Social and emotional.
- Individual variations.
- Socio-cultural diversity.
- Exceptional learners.
- Learning theories
- Behavioural and social cognitive.
- Cognitive Information processing.
- Social constructivist.
- Teaching approaches
- Classroom management.
- Educational Assessment and learning
- Standardized tests.
- Current trends in assessment.
- Alternative assessments.
Lectures will be the primary method of instruction, but the course will also involve other methods of instruction such as small group activities, group discussions, laboratory demonstrations, field trips, computer simulations, video/DVDs, and guest lectures.
Evaluation will be carried out in accordance with Douglas College policy. Evaluation will be based on course objectives and include some of the following:
- multiple choice, short answer, or essay exams
- term paper, research project, or written assignments
- oral presentation or teaching demonstration
The instructor will provide a written course outline with specific evaluation criteria at the beginning of semester.
An example of a possible evaluation scheme is as follows:
Research paper - 20%
Three exams at 20% each - 60%
Presentation - 20%
Total - 100%
Upon completion of the course the student will be able to:
- Define educational psychology and give examples of the different topics educational psychologists study.
- Identify the research methods and aims of educational psychology.
- Describe the developmental issues faced by school age children.
- Explain how individual variations and cultural diversity affect thinking and learning.
- Describe the challenges presented by learning disabilities.
- Describe the challenges presented by students with exceptional skills.
- Explain and apply behavioural, socio-cultural, and cognitive learning theories.
- Explain the role of motivation on learning and classroom behavior.
- Describe classroom management techniques.
- Identify commonly used standardized tests, their strengths and limitations, and use in school settings.
- Outline current trends in traditional and alternative assessments.
Textbook(s) such as the following, the list to be updated periodically:
- Woolfolk, Anita E., Winne, Philip H. and Perry, Nancy E. (2019) Educational Psychology. (7th Canadian ed.). Toronto: Pearson Education.
Courses listed here must be completed prior to this course:
- No prerequisite courses
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for PSYC 2207|
|Capilano University (CAPU)||CAPU PSYC 2XX (3)|
|Langara College (LANG)||LANG PSYC 2XXX (3)|
|Simon Fraser University (SFU)||SFU EDUC 220 (3)|
|Thompson Rivers University (TRU)||TRU PSYC 2XXX (3)|
|Thompson Rivers University (TRU)||TRU EDUC 2209 (3)|
|Trinity Western University (TWU)||TWU PSYC 214 (3)|
|University of British Columbia - Okanagan (UBCO)||UBCO PSYO 1st (3)|
|University of British Columbia - Vancouver (UBCV)||UBCV ELEV 2nd (3)|
|University of Northern BC (UNBC)||UNBC PSYC 2XX (3)|
|University of the Fraser Valley (UFV)||UFV EDUC 200 (3)|
|University of Victoria (UVIC)||UVIC ED-D 300 (1.5)|