O
    ?
    .
    Education 220?
    Psychological Issues In Education?
    Spring, 1979.
    Dr. Philip H. Winne
    MPX 9611, 291-3618
    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. An outline of the course is provided on
    reverse.
    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.2
    1 47-248 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 Reauirements
    1.
    Three 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. ?
    (5
    points each, total 15 points).
    2. A term paper, or a report of a project in which you tutor a student
    Detailed outlines about the nature of these are provided for guidance.
    (25 points).
    3.
    A mid-term exam covering the first half of the course. (30 points)
    1 4• ?
    A final exam covering the second half of the course. (30 points)
    Text
    Gage, N.L. & Berliner, D.C. Educational Psychology. Rand-McNally, 1976.
    con t' d.
    . ?
    .
    Outline of Topics
    A.
    The nature of educational psychology
    B.
    Theories of Learning
    1.
    Respondent
    2.
    Operant
    3.
    Social
    Lê.
    Cognitive
    C.
    Individual ?
    differences
    1. Intelligence
    a. ?
    History and purpose of
    ?
    intelligence tests
    b. ?
    Contemporary models of
    ?
    intelligence
    2. Cognitive styles ?
    (tempo, ?
    analytic-global)
    3.
    Self-concept
    1 .
    Motivation
    a. ?
    Classic systems of human motives
    b. ?
    Cognitive motive theories
    ?
    (attribution, ?
    self-perception)
    5.
    Developmental change
    a. ?
    Cognitive
    b, ?
    Social
    D. Teaching and
    ?
    instructional ?
    theory
    1.
    Glaser's ?
    instructional
    ?
    design
    a. ?
    Goal
    ?
    analysis,
    ?
    task analysis, ?
    S. ?
    instructional ?
    objectives
    2. Gagn's cognitive model
    ?
    of learning from instruction
    3.
    Teaching skills and strategies
    E.
    Measurement in Teaching
    1.
    Reliability and
    ?
    validity
    2. Building measures of achievement.
    3.
    Using ?
    texts.
    PHW:cc

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