Introduction to Educational Psychology II-E2
| Numbering Code | U-LAS04 20005 LE46 | Year/Term | 2022 ・ Second semester | |
|---|---|---|---|---|
| Number of Credits | 2 | Course Type | Lecture | |
| Target Year | Mainly 1st & 2nd year students | Target Student | For all majors | |
| Language | English | Day/Period | Mon.3 | |
| Instructor name | Emmanuel MANALO (Graduate School of Education Professor) | |||
| Outline and Purpose of the Course | The main purpose of this course is to introduce some key concepts, issues, and perspectives in educational psychology and provide students with the foundational knowledge necessary for future study in this subject area. The focus of the course is on introducing essential theories and research, and considering the real and possible applications of those to educational practices. | |||
| Course Goals |
Following on from Introduction to Educational Psychology I, the goals of this course are: - To facilitate students' acquisition of more knowledge about basic concepts, issues, and perspectives in educational psychology - To encourage students to think about the relevance and applications of that knowledge - with regard to themselves, their immediate environment, and beyond - To facilitate the development of students' thinking and communication skills in English |
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| Schedule and Contents |
Course Schedule The following is a guide to what will be covered during the 16 weeks of the semester. As required, some minor adjustments may be made to this schedule. Week 1: Introduction to the course and to concept formation in children Week 2: Schema in learning: lecture and discussion Week 3: Concepts and schemas: reflections about what we know, how we know, what we think others may know ... Week 4: Memory: an introduction to and discussion of basic concepts Week 5: Remembering and forgetting: reflections about what we retain and what we lose in memory Week 6: Mnemonic techniques: reflections about uses in educational settings Week 7: Learning in school: lecture and discussion Week 8: Learning in school: reflections about what is taught - and how Week 9: Examinations and tests: lecture and discussion Week 10: Formative and summative evaluation: reflections about effects on learning Week 11: Test and question types: reflections about uses and usefulness Week 12: Intelligence and intelligence testing: lecture and discussion Week 13: Ability grouping: reflections about advantages and disadvantages for students and teachers Week 14: Diversity in education: reflections about benefits and challenges Week 15: Final examination Week 16: Feedback week Course Conduct Students taking this course will be expected to prepare for each class by reading the appropriate textbook pages and any other materials that the instructor assigns. Class sessions will comprise of lectures provided by the instructor to summarize key points, highlight important issues, and introduce students to other pertinent information that bear on the topic being covered: these will all be provided on the assumption that students have undertaken the preparatory readings. The class sessions will also involve pair, small group, and/or plenary discussions, and exercises for students to complete individually or in cooperation with other students. Active participation in these discussions and exercises is necessary to meet coursework/grading requirements (see below). 40% of the course grade is based on a portfolio of work that students complete relating to the topics dealt with in the course (i.e., exercises completed in class, notes on key points raised in discussions with other students, notes taken from and reflections on assigned and other readings undertaken, etc.). |
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| Evaluation Methods and Policy | Portfolio of work = 40%, Short essay (750 words) = 20%, Class discussion participation and contribution = 20%, Final examination = 20% | |||
| Course Requirements | There are no prerequisites, but it is preferable if students have taken Introduction to Educational Psychology I before taking this course. | |||
| Study outside of Class (preparation and review) | Students will be expected to spend about 90 minutes each week on out-of-class preparation, readings, and assignments. | |||
| Textbooks | Textbooks/References | An introduction to educational psychology., Stones, E., (London: Routledge), ISBN:415750555, The electronic version of this book is available from the Kyoto University Library. | ||
