An Introduction to Educational Psychology

Curriculum guideline

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Course
PSYC 2207
Discontinued
No
Course code
PSYC 2207
Descriptive
An Introduction to Educational Psychology
Department
Psychology
Faculty
Humanities & Social Sciences
Credits
3.00
Start date
End term
201930
PLAR
No
Semester length
15
Max class size
35
Contact hours
Lecture: 4 hrs. per week / semester
Method(s) of instruction
Lecture
Learning activities

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.  

Course description
This course provides an introduction to concepts, theories, and research in educational psychology. The topics covered include cognitive 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.
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. 

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%
Textbook materials

 Textbook(s) such as the following, the list to be updated periodically:

  • Santrock, J.W., Woloshyn, V.E., Gallagher, T.L., Di Petta, T. and Marini, Z.A. (2010). Educational                 psychology (3rd Canadian ed.).  Toronto, Canada:  McGraw-Hill Ryerson Ltd.