Educational psychology: learning and teaching

Study level: Graduate study programme in psychology
Lecturers: Vesna Vlahović-Štetić, Ph.D., Vanja Putarek
ECTS: 5
Language: Croatian
Semester: 1st (winter)
Status: mandatory
Form of instruction with class hours: 30 hours of lectures, 30 hours of exercise
Prerequisites: none

Course description

Goals and research methods in educational psychology. Determinants of learning outcomes: students' characteristics and characteristics of educational context. Application of theoretical approaches to the learning process in the school context. Approaches to teaching. Teaching methods. Teaching in specific areas: reading and writing, solving mathematical problems, scientific reasoning. Teaching of learning skills. Assessment and measurement of students' school achievement. Evaluation of teachers' work.

Course objectives

Students will become familiar with the main concepts, learning and teaching theories and research methods in educational psychology. It is expected that students will understand the relationship between teaching process and learning outcomes in different academic domains. Students will be able to apply some of the main psychological instruments for the assessment of students’ characteristics as well as procedures for testing and assessment of school achievement. They will be able to support and promote learning strategies and teaching skills while working with students and teachers.

Required readings

Vizek Vidović, V.,  Rijavec, M., Vlahović Štetić, V. i  Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP – Vern.
Cohen, L., Manion, L. i Morrison, K. (2007). Metode istraživanja u obrazovanju. Jastrebarsko: Naklada Slap.
Grgin, T. (2001). Školsko ocjenjivanje znanja. Jastrebarsko: Naklada Slap
Vlahović Štetić, V., Vizek Vidović, V., Arambašić, L. Miharija, Ž. (1995). Test spremnosti za školu (priručnik). Jastrebarsko: Naklada Slap
Standardi za pedagoško i psihološko testiranje, (poglavlje 8, 12, 15, 16) (1998). Zagreb: Educa.

Recommended readings

Brdar, I. i Rijavec, M. (1998). Što učiniti kad dijete dobije lošu ocjenu? Zagreb: IEP.
Bruner, J. (1999). Kultura i obrazovanje. Zagreb: Educa.
Čudina-Obradović, M. (2000). Kad kraljevna piše kraljeviću – psihološki temelji učenja čitanja i pisanja. Zagreb: Korak po korak.
Zarevski, P., Ur. (2000). Učitelji za učitelje - primjeri provedbe načela aktivne/efikasne škole. Zagreb: IEP. – UNICEF.
Good, T.L. i Brophy, J. (1995). Contemporary educational psychology. New York: Longman.
Hitrec, G. (1990). Kako pripremiti dijete za prvi razred. Zagreb: Školska knjiga.
Pastuović, N. (1999): Edukologija (6 dio: Psihologija cjeloživotnog obrazovanja). Zagreb: Znamen.
Slavin, R. (1997). Educational psychology: Theory and practice. Boston: Allyn and Bacon.
Vlahović Štetić, V. i Vizek Vidović, V. (1998). Kladim se da možeš – psihološki aspekti početnog poučavanja matematike. Zagreb: Korak po korak.
Wood, D. (1995). Kako djeca uče i misle. Zagreb: Educa.
Woolfolk, A.E. (1998). Educational psychology. Boston: Allyn and Bacon.