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Education 223

INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

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(D1.00)

Fall Semester, 1991 ?

Instructor:

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Dr. Jack Martin

(September 3- November 29)

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Telephone: ?

291-3395

Tuesdays and Thursdays

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291-3835

1:30 - 2:20 p.m. + tutorials

Location: Images Theatre

COURSE DESCRIPTION

This course examines psychological theories and research concerned with

learning, development, motivation, individual differences, and assessment in

school settings. Students will attend two 1-hour lectures and one 1-hour

tutorial each week during the thirteen weeks of instruction.

ASSIGNMENTS

Students will be assigned:

1.

Two short "Think Papers" (maximum of six typed, double-spaced papers)

on specific topics determined by the instructor. Each paper will contribute

15 points toward a student's final grade in the course.

2.

One short-answer/multiple choice mid term (30 points) and one short-

answer/multiple choice final examination (40 points) based on the content

in lectures and textbook.

La1

,J

10 DI DIM b

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b

Lefrançois, G.R. (1991). Ps

ycholog

y

for teaching (7th edition). Belmont, CA:

Wadsworth.

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9 ?

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Centre for Distance Education

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Faculty of Education

Simon Fraser University

IC 3100 ?

EDUCATION 2203

INTRODUCTION

TO EDUCATION PSYCHOLOGY

This course surveys contemporary theories of students' learning and motivation as

grounds for models of instruction. The focus of the course is binocular. Through one

lens, the course presents and critically examines research as one basis for a scientific

discipline of educational psychology. Through a second lens, the course looks for

information that can guide the practice of teaching.

Major topics addressed are: basic theories of learning, achievement motivation,

intrinsic motivation, attribution theory, anxiety, cognitive development, learning and

thinking strategies, learning in subject areas (reading, writing, mathematics, science),

classroom processes and teacher expectancy effects, evaluating learning outcomes,

and individual differences.

PREREQUISITE:

None.

REQUIRED TEXTS:

Mayer, R. E.

Educational Psychology - A Cognitive Approach.

Boston: Little, Brown

and Company, 1987.

Stipek, D. J.

Motivation to Learn - From Theory to Practice.

Englewood Cliffs, NJ:

Prentice-Hall, 1988.

COURSE REQUIREMENTS:

The course is divided into 24 Study Sessions. Each study session entails a reading

assignment plus one of two types of written exercises which together account for 70%

of the grade.

APPLICATIONS

ask you to create and justify instructional practices by

applying principles presented in the readings.

THINK PAPERS

are essays of 500

words (2 pages, double-spaced typing) in which you present a logical argument for a

case that addresses a controversial issue. The course also requires a

TUTORING

PROJECT.

This is a major assignment, worth 30% of the grade, in which you design

instruction for a student, tutor that student, and write up a report about the experience

to demonstrate competence with information presented in the course.

COURSE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES WITHOUT NOTICE.

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V

Centre for Distance Edition

?

Faculty of Education

Simon Fraser University

TC 3100 ?

INTRODUCTION TO EDUCATION PSYCHOLOGY

This course surveys contemporary theories of students' learning and motivation as

grounds for models of instruction. The focus of the course is binocular. Through one

lens, the course presents and critically examines research as one basis for a scientific

discipline of educational psychology. Through a second lens, the course looks for

information that can guide the practice of teaching.

Major topics addressed are: basic theories of learning, achievement motivation,

intrinsic motivation, attribution theory, anxiety, cognitive development, learning and

thinking strategies, learning in subject areas (reading, writing, mathematics, science),

classroom processes and teacher expectancy effects, evaluating learning outcomes,

and individual differences.

PREREQUISITE:

None.

REQUIRED TEXTS:

Mayer, R. E.

Educational Psychology

- A Cognitive Approach.

Boston: Little, Brown

and Company, 1987.

Stipek, D. J.

Motivation to Learn - From Theory to Practice.

Englewood Cliffs, NJ:

Prentice-Hall, 1988.

COURSE REQUIREMENTS:

The course is divided into 24 Study Sessions. Each study session entails a reading

assignment plus one of two types of written exercises which together account for 70%

of the grade.

APPLICATIONS

ask you to create and justify instructional practices by

applying principles presented in the readings.

THINK PAPERS

are essays of 500

words (2 pages, double-spaced typing) in which you present a logical argument for a

case that addresses a controversial issue. The course also requires a

TUTORING

PROJECT.

This is a major assignment, worth 30% of the grade, in which you design

instruction for a student, tutor that student, and write up a report about the experience

to demonstrate competence with information presented in the course.

COURSE INSTRUCTOR RESERVES THE RIGHT