Course Abstract Details

EDUC-125, Educational Psychology

Credits: 3

Course Description

EDUC-125, Educational Psychology, is a study of the educational process. Attention is given to various instructional models and objectives, theories of learning, and the application of modern psychological principles as they apply to educational theory and practice. Direct observation of classroom interactions and the facilitation of learning are suggested as integral parts of the course. Prerequisite: Baccalaureate degree, or PSYC-101 and EDUC-120, or PSYC-101 and ECE-102. Undergraduate students enrolled in EDUC-125 must be concurrently enrolled in EDUC-126. External classroom observation will occur on students' own time. Three hours lecture each week. Three credits. Three billable hours.

Course Objectives and Grading Information

COURSE OBJECTIVES: Upon completion of this course, students will be able to:  

1. Demonstrate an understanding of the major concepts, principles, theories, and research related to development of children and adolescents. Use these to describe and construct learning tasks that support individual student's development, acquisition of knowledge, and motivation.(GE 1, 2, 3, 5, 7; PG 1, 2, 3) 

2. Demonstrate an understanding of the social, physical, emotional, and cognitive stages of development from infancy through adolescence. Teacher candidates will identify indicators of development through observation and recognize the developmental level of a child based on observing child behavior and recognizing the importance of this issue in curriculum and instructional materials.(GE 1, 2, 5, 7; PG 1, 2, 3) 

3. Explain the major theories of human learning. Teacher candidates will identify and explain their major components. (GE 1, 2, 3; PG 1, 2, 3) 

4. Reflect on approaches to learning and teaching. Teacher candidates will write and speak on how learning occurs in students by recognizing behaviors that enhance and impede learning and indicate that learning has occurred.(GE 1, 2, 3, 5, 7; PG 1, 2, 3) 

5. Recognize the impact of culture, privilege, and oppression as they influence personal growth and development. Teacher candidates will define, discuss, and explain culture, privilege and oppression in relation to schooling, student performance, and success. (GE 1, 2, 3, 5, 6, 7; PG 1, 2, 3) 

6. Explain the important role of family in human development and the variety of ways individuals can organize to fulfill these roles. Teacher candidates will discuss the role of family in society and how individuals fulfill family values. (GE 1, 2, 5, 6, 7; PG 1, 2, 3) 

7. Explain basic theories of motivation. Teacher candidates will reflect on personal motivational patterns in relation to basic theories.(GE 1, 2, 3, 7; PG 1, 2, 3) 

8. Conduct basic educational research and recognize valid sources of educational information. Teacher candidates will engage in a research activity.(GE 1, 2, 3, 4, 5, 7; PG 1, 2, 3) 

9. Engage in small group learning environments. Teacher candidates will report group work and products of group work. (GE 1, 2, 7; PG 1, 2, 3) 

10.Reflect on their developing schema of the teaching profession.(GE 1, 2, 7; PG 1, 2, 3) 

11.Demonstrate knowledge of both the behavioral and cognitive views of learning and understand how students differ in their development and approaches to learning. (GE 2, 3, 4, 7; PG 1, 2, 3) 

12. use learning theories to understand classroom learning and develop materials and activities to promote learning.(GE 1, 2, 3, 5, 7; PG 1, 2, 3)   

Field Placements: All students are required to enroll in EDUC 126, Educational Psychology Field Placement. Students in EDUC 126 will be assigned a 15-hour field placement in Carroll County Public Schools.

Learning Goals

The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study:

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