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PSYCHOLOGICAL ISSUES IN EDUCATION
Education 220
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Instructor: B. A. Hiebert
Fall 1979 ?
office: 633 CAE
M & W 14:30-1520 ?
phone: 291-3389
Room AQ 9001
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office hours: M, W, 10:00-12:00
R, 13:00-15:00
or by appointment
Course Description
The focus in this course will be on the psychological principles underlying
the instructional process. Three basic components will be discussed: how people
learn, instructional procedures, intrapersonal and interpersonal influences.
Relevant research will be discussed in such areas as: learning theory,
information processing, child development, instructional strategies, evaluation,
classroom management, individual differences, personality, self-concept and
motivation. Course participants will derive information from four sources: two,
one hour lecture-discussion periods per week, a one hour weekly seminar-tutorial,
textbook readings, and suggested related readings assigned by the instructor
and/or the seminar leader.
Course grades will be obtained from the weighted average of the following.
1.
Mid-term exam - October 24th, - 14:30
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20%
2.
Final exam - date to announced
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30%
3.
Term Paper (topics and guidelines to be
distributed on September 17th, 1979)
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30%
4.
To be assigned by seminar leaders
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20%
Assigned Textbook
Gage, N. L., & Berliner, D. C. Educational Psychology. (2nd Ed.) Chicago:
Rand McNalley, 1979.
Supplementary Textbook
Bierly, M., Gage, N. L., Berliner, D. C. Student Study Guide to Educational
Psychology. Chicago: Rand McNalley, 1975
* A one hour seminar-tutorial must be scheduled in addition to these lecture times.
Education 220 ?
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Psychological Issues in Education
Summer, 1979
Instructor: John Walsh
MPX 9612
What It's About
This course surveys the discipline of educational psychology. Basic
knowledge about theories of human behavior and instruction is the first
general objective of the course. The second goal of the course is to.
Illustrate the use of these theories as alternative lensepieces for analysing
teaching and learning in school.
Who Might Take It
Anyone interested in schooling will find the psychological perspective
of education a useful supplement to their knowledge. Students planning a
minor In education (see
pp.
247 - 248 of the Calendar) are especially encouraged
to consider taking this course in satisfying lower division requirements.
The course also is strongly recommended for all students considering teaching
as a career.
Course Requirements
1.
Four 2 page "think papers" in which you declare and support a
position about a major psychological issue in education. Topics
are assigned by the professor. (10 points each, total 40 points).
2.
A mid-term exam covering the first half of the course. (30 points).
3.
A final exam covering the entire course. (30 points).
Text
Gage, N.L. & Berliner, D.C. Educational Psychology. Rand-McNally, 1976.
Outline of Topics
A. The nature and methods of educational psychology.
B. Theories of Learning
1.
Respondent
2.
Operant
3. Social
4. Cognitive.
C. Individual Differences
I. Intelligence
a. History and purpose of intelligence tasks
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b. Contemporary models of intelligence
(over)
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2. Creativity
3.
Learning Disabilities
4. Cognitive style
5. Motivation
6. Developmental change
a. Cognitive
D. Teaching and Instructional Theory
1. Psychological perspectives on teaching
2.
Models of teaching
3. Teaching skills and strategies
E. Measurement and Evaluation
1.
Standardized testing
2.
Informal and teacheriiade tests
3.
Systematic observation
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