An Introduction to Educational Psychology

Faculty
Humanities & Social Sciences
Department
Psychology
Course Code
PSYC 2207
Credits
3.00
Semester Length
15
Max Class Size
35
Method Of Instruction
Lecture
Typically Offered
To be determined
Campus
Online

Overview

Course Description
This course provides an introduction to concepts, theories, and research in educational psychology. The topics covered include cognitive, social and physical development during the school years, learning theories, instructional approaches, motivation, assessment, and individual differences. This course is recommended for students who are interested in teaching or coaching school-aged children.
Course Content

 

  1. Foundations of educational psychology
    • What is educational psychology?
    • Goals of educational psychology.
    • Research methods.
  2. Development during the school years
    • Physical and cognitive.
    • Social and emotional.
  3. Diversity
    • Individual variations.
    • Socio-cultural diversity.
    • Exceptional learners.
  4. Learning theories
    • Behavioural and social cognitive.
    • Cognitive Information processing.
    • Social constructivist.
  5. Teaching approaches
    • Motivation.
    • Classroom management.
  6. Educational Assessment and learning
    • Standardized tests.
    • Current trends in assessment.
    • Alternative assessments.
Methods Of Instruction

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.  

Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy.  Evaluation will be based on course objectives and include some of the following:

  1. multiple choice, short answer, or essay exams
  2. term paper, research project, or written assignments
  3. 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%

Learning Outcomes

Upon completion of the course the student will be able to:

  1. Define educational psychology and give examples of the different topics educational psychologists study.
  2. Identify the research methods and aims of educational psychology.
  3. Describe the developmental issues faced by school age children.
  4. Explain how individual variations and cultural diversity affect thinking and learning.
  5. Describe the challenges presented by learning disabilities.
  6. Describe the challenges presented by students with exceptional skills.
  7. Explain and apply behavioural, socio-cultural, and cognitive learning theories.
  8. Explain the role of motivation on learning and classroom behavior.
  9. Describe classroom management techniques.
  10. Identify commonly used standardized tests, their strengths and limitations, and use in school settings. 
  11. Outline current trends in traditional and alternative assessments. 

Textbook Materials

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. 

 

Requisites

Prerequisites

Courses listed here must be completed prior to this course:

  • No prerequisite courses

Corequisites

Courses listed here must be completed either prior to or simultaneously with this course:

  • No corequisite courses

Equivalencies

Courses listed here are equivalent to this course and cannot be taken for further credit:

  • No equivalency courses

Requisite for

This course is not required for any other course.

Course Guidelines

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.

Course Transfers

Institution Transfer Details Effective Dates
Capilano University (CAPU) CAPU PSYC 2XX (3) 2004/09/01 to -
Langara College (LANG) LANG PSYC 2XXX (3) 2008/09/01 to -
Simon Fraser University (SFU) SFU EDUC 220 (3), B-Soc 2011/09/01 to -
Simon Fraser University (SFU) SFU EDUC 220 (3) 2008/09/01 to 2011/08/31
Thompson Rivers University (TRU) TRU PSYC 2XX (3) 2008/09/01 to 2010/08/31
Thompson Rivers University (TRU) TRU PSYC 2XXX (3) 2010/09/01 to -
Thompson Rivers University (TRU) TRU EDUC 2209 (3), OL 2011/01/01 to -
Thompson Rivers University (TRU) TRU EDUC 220 (3), OL 2008/09/01 to 2010/12/31
Trinity Western University (TWU) TWU EDUC 211 (3) 2008/09/01 to 2018/12/31
Trinity Western University (TWU) TWU PSYC 214 (3) 2019/01/01 to -
University of British Columbia - Okanagan (UBCO) UBCO PSYO 1st (3) 2008/09/01 to -
University of British Columbia - Vancouver (UBCV) UBCV ELEV 2nd (3) 2008/09/01 to -
University of Northern BC (UNBC) UNBC PSYC 2XX (3) 2008/09/01 to -
University of the Fraser Valley (UFV) UFV EDUC 200 (3) 2008/09/01 to -
University of Victoria (UVIC) UVIC ED-D 300 (1.5) 2008/09/01 to -

Course Offerings

Fall 2020

CRN
Days
Dates
Start Date
End Date
Instructor
Status
Location
36710
08-Sep-2020
- 07-Dec-2020
08-Sep-2020
07-Dec-2020
MacGregor
Anne
Waitlist
Online
PSYC 2207 090 - This course can count as a relevant course in an Associate of Arts specialization for FUTURE TEACHERS.

Students in this section may be eligible to receive a STEP-UP award and apply for a STEP-UP scholarship

All course activities will be asynchronous. Students will not be required to be online at specific scheduled times.
Max
Enrolled
Remaining
Waitlist
35
38
-3
26