Emphasizes theories of human learning and the relationship of learning principles to educational practice in general. Within the context of cognitive, social, and behavioral models of learning, attention is given to instructional procedures, student motivation and discipline, and the assessment of educational progress. Junior level standing required. Pre: HD 1004 or PSYC 2004. (3H,3C).
Psychological theories and models which serve as a basis for educational models and practice. Emphasis on conceptions of learning and the learning process. (3H,3C).
Emphasizes applying human learning and developmental theories to the classroom setting with a focus on instructional processes and procedures, student motivation, classroom management, and assessment strategies. Participation in a 4-year and 5-year teacher education program and junior level standing required. Pre: PSYC 2004 or HD 1004. (3H,3C).
This course explores the most recent shift in thinking that takes us a step beyond the individualistic and cognitive models of learning to a different view that is fundamentally social and cultural.
Opportunity to develop student assessments based on SOLs and have them critiqued. Objective, performance and portfolio testing is reviewed and practiced. Research utilizing assessment is addressed with the philosophy of ‘teacher as researcher”.
Investigates complex human learning from the perspective of cognitive/information processing theories. Emphasizes methods of investigation in cognitive science as well as strategies for using a cognitive orientation in educational settings. Pre: 5114. (3H,3C).
Philosophical, theoretical, and empirical foundations of the broad field of constructivism, including the limits of epistemology and ontology, the determination of truth and reality, and applications to education and everyday life. Emphasis on radical constructivism, social constructivism, symbolic interactionism, social constructionism, and cognitive constructivism, and their applications to education.
Explores current research in the field of motivation as it relates to educational settings. Students will learn how motivation constructs relate to student behavior and cognition, how to select appropriate strategies to motivate students, and how to design measures to assess student motivation.
Current educational theory and practice, related to teaching in higher education, is explored and applied. Issues such as instructional design, instructional strategies, instructional technology, assessment and grading, diverse populations, and motivation are addressed within the practice of higher education. (3H,3C).
Provides students with experiences related to becoming a professional within the field of educational psychology.